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The Urban Review

Erschienen in:

01.11.2008

Frames of Reference: The Impact of Race on Teaching Strategy and Classroom Discussion

verfasst von: Tonda Liggett

Erschienen in: The Urban Review | Ausgabe 4/2008

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Abstract

In this article, I examine the role of teacher racial identity on teaching strategy and the treatment of race in classroom discussions. I explicate how the pattern of minimizing the negative racial comments made to English language learners played out in participants’ teaching and how it is reflective of socially constructed notions of race and racial discourse. The treatment of racial issues, in this sense, can be seen as a microcosm of larger social, historical, and political factors that shape individuals’ thinking about equity and diversity. I argue that by analyzing these underlying factors in teacher education courses, the unconscious and often subtle ways that stereotypes based on race, culture, or English language proficiency, can be demystified and disrupted.

Vorheriger Artikel The Oppressor Within: A Counterstory of Race, Repression, and Teacher Reflection

Nächster Artikel Do Your Homework! Investigating the Role of Culturally Relevant Pedagogy in Comprehensive School Reform Models Serving Diverse Student Populations

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Titel: Frames of Reference: The Impact of Race on Teaching Strategy and Classroom Discussion
verfasst von: Tonda Liggett
Publikationsdatum: 01.11.2008
Verlag: Springer Netherlands
Erschienen in: The Urban Review / Ausgabe 4/2008
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI: https://doi.org/10.1007/s11256-008-0087-9

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