Social studies classrooms are often lauded as ideal spaces where productive conversations centered around race/ism can, and should occur. Unfortunately, social studies classrooms have yet to live up to this reality as traditional social studies instruction—a type of standards-based instruction characterized by lectures, rote memorization, and linear master narratives—continues to persist, doing very little to address enduring racial injustices facing society. Social studies researchers over the years have suggested inquiry as an effective pedagogical approach for teaching about racial issues in the classroom; however, before social studies teachers can enact what the author refers to as “critical race inquiries,” they would need to possess a sophisticated amount of what Chandler (2015) called racial-pedagogical-content knowledge (RPCK). Using a design-based research methodological approach, the author developed a professional development intervention informed by critical race theory as a way of developing social studies teachers’ RPCK and overall beliefs about the need for race conversations in the social studies. Findings suggest that the professional development was beneficial to participants’ overall RPCK development as each displayed some growth by the study’s conclusion, but had little effect on participants’ overall beliefs since most entered the study already believing race conversations were necessary in social studies classrooms. Based on these results, the author discusses various implications in relation to the field of social studies education and what this means for future teaching enactments of race-centered explorations.
