Beyond Good Intentions. A Critical Discourse Analysis of Teaching Tolerance's 'Teaching The New Jim Crow: A Teacher's Guide'.

Autor/in	Lechtenberg, Kate
Titel	Beyond Good Intentions. A Critical Discourse Analysis of Teaching Tolerance's 'Teaching The New Jim Crow: A Teacher's Guide'.
Quelle	In: Journal of curriculum studies, 53 (2021) 1, S. 83-102Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2020.1820080
Schlagwörter	Kritische Pädagogik; Kritische Soziologie; Kritisches Denken; Curriculum; Diskursanalyse; Rassismus; Soziale Gerechtigkeit
Abstract	This paper uses critical discourse analysis to examine the alignment between the stated goals and the discursive implications in a scripted curriculum published by Teaching Tolerance, a progressive education organization in the US. Social justice education and critical race theories ground the analysis of 'Teaching The New Jim Crow: A Teacher's Guide;' this set of 10 lessons and related resources claims to structure learning for open racial dialogues, democratic participation, and both standards-alignment and social justice education, yet my analysis of the lesson plans' language and structure reveals procedural instructional practices that uncritically transmit progressive messages while constructing an implied White audience. Implications focus on pathways for teachers and teacher educators to pursue social justice and critical pedagogy while rejecting superficiality and indoctrination.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2021/3