Journal article
Complicated Conversations: Exploring Race and Ideology in an Elementary Classroom
Urban Education, Vol.44(1), pp.30-58
01/2009
DOI: 10.1177/0042085907312496
Abstract
This is a case study of an elementary teacher's decision to add multicultural children's books to her curriculum and an analysis of how her ideologies about race shaped the classroom discourse. Although the teacher's stated purpose was to teach the pitfalls of racial stereotypes by encouraging conversations about prejudice, often the classroom talk normalized Whiteness in ways that shut down explorations of racial diversity, power, and oppression. This article describes how multicultural literature is used in an upper elementary classroom to supplement the existing curriculum and how a teacher's beliefs about race are present in the resulting discourse.
Details
- Title: Subtitle
- Complicated Conversations: Exploring Race and Ideology in an Elementary Classroom
- Creators
- Liz Hollingworth - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Urban Education, Vol.44(1), pp.30-58
- Publisher
- SAGE Publications; Los Angeles, CA
- DOI
- 10.1177/0042085907312496
- ISSN
- 0042-0859
- eISSN
- 1552-8340
- Language
- English
- Date published
- 01/2009
- Academic Unit
- Educational Policy and Leadership Studies
- Record Identifier
- 9983980097802771
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