Marking the Invisible

<p>Substantial research has been put forth calling for the field of social studies education to engage in work dealing with the influence of race and racism within education and society (Branch 2003; Chandler 2015; Chandler & Hawley 2017; Husband 2010; King & Chandler 2016; Ladson-Billings 2003; Ooka Pang Rivera & Gillette 1998). Previous contributions have examined the presence and influence of race/ism within the field of social studies teaching and research (e.g. Chandler 2015 Chandler & Hawley 2017; Ladson-Billings 2003; Woyshner & Bohan 2012). In order to challenge the presence of racism within social studies research must attend to the control that whiteness and white supremacy maintain within the field. This edited volume builds from these previous works to take on whiteness and white supremacy directly in social studies education.</p><p>In <em>Marking the “Invisible” </em>editors assemble original contributions from scholars working to expose whiteness and disrupt white supremacy in the field of social studies education. We argue for an articulation of whiteness within the field of social studies education in pursuit of directly challenging its influences on teaching learning and research. Across 27 chapters authors call out the strategies deployed by white supremacy and acknowledge the depths by which it is used to control manipulate confine and define identities communities citizenships and historical narratives. This edited volume promotes the reshaping of social studies education to: support the histories experiences and lives of Students and Teachers of Color challenge settler colonialism and color-evasiveness develop racial literacy and promote justice-oriented teaching and learning.</p><p> </p>