Examining Virginia’s African American History Course through the Lens of Racial Pedagogical Content Knowledge

Abstract

Abstract During the 2020–2021 academic year, Virginia piloted a state-designed secondary African American history elective in 16 school divisions. Using the framework of Racial Pedagogical Content Knowledge (RPCK), this study examined the treatment of race in the new course by analyzing the state-created curriculum materials and interviewing three teachers that were part of the pilot program. Findings suggest that the curriculum challenged problematic traditional historic narratives, addressed issues of identity and structural racism, and applied racial knowledge through civic action projects. Teachers felt prepared to teach the course due to sustained racially conscious professional development facilitated by the Virginia Department of Education. The curriculum of the state-designed course and its implementation by teachers align with the core tenets of RPCK, such as its interrogation of power structures and inequalities, examination of intersectionality, and empowerment of students to resist racism and injustice through informed social action. Our analysis found the course does not use “inherently divisive concepts” as they are portrayed in Executive Order No. 1.