Racially Literate Curriculum Making for Secondary Geography: Initial Findings from a Collaborative Research Study in the U.S. Midwest

This paper draws on funded collaborative research with teachers which explored the enhancement of racially literate curriculum making capabilities in high school social studies. We outline the main conceptual resources and theoretical framework shared and developed with teacher participants (n = 16) and report initial findings derived from a subset of three geography teachers. Findings demonstrate that teachers engaged in (1) deep knowledge work, applying concepts drawn from geography and race scholarship, and (2) thoughtful curriculum thinking substantiated through written “curriculum vignettes.” With broad implications for collaborative inquiry, the paper exemplifies a nuanced form of geography education research in content and methodology.