26:T489,

The teaching of American history is not neutral; teachers and textbooks often define what is important and what is not. It is through this historical subjectivity that stereotypes and biases emerge and ultimately persist. With relevance to African Americans and American Indians, such stereotypes can be culturally, politically and economically crippling. By promoting Critical Race Theory, which seeks to reduce marginalization through the recognition and promotion of historically disenfranchised peoples, American history teachers can redress stereotyping and enhance plurality in their classrooms. This descriptive article discusses the roots of historical stereotyping and offers ways in which such perceptions can be changed.

The issue of bias continues to haunt the school history curriculum. It stalks both teacher and pupil, leaving them confused and frustrated (DeMarco, 1995, p.6).

American Indians and other cultural groups are frequently either stereotyped, distorted or forgotten altogether (McCluskey, 1997. p. 3).

27:T4b1,

The intent of this study was to interpret the processes of journal keeping through written and electronic means to determine if the interns “saw” what their master teachers' saw in the myriad complexities of the social studies classroom. Three teachers identified as master teachers and interns placed under their tutelage examined interns tlieir written observations about how they “saw” phenomenon in the social studies classroom. It was precisely this type of educative setting where these interns learned about enacting effective social studies teaching practice from a master teacher's guidance, one who modeled best practice and offered reflective mentorship. These three interns seemed to merely be able to catch a glimpse, or entertain a tacit notion of what their mentor teachers were able to “see” in the daily process of teaching and learning in the social studies. Most importantly, the optimal learning environment to nurture intern maturity and boost development is in a placement where the inservice teacher engages in consistent reflection about instruction and where language and theory are articulated as a support to decision making about social studies practice.