Black Placemaking As Living Pedagogy: Tracing Continuities of Resistance In Indiana’s Social Studies Education

This study examines Black placemaking in Indiana during and after the Klan era, tracing continuities between historical resistance and present struggles in social studies education. It argues these practices function as living pedagogies, showing how truth-telling about history, herstory, and theirstory informs more culturally grounded teaching, learning, and civic engagement.