In Real Time: From Theory to Practice in a Critical Race Pedagogy Classroom

Autor/in	Lac, Van T.
Titel	In Real Time: From Theory to Practice in a Critical Race Pedagogy Classroom
Quelle	In: i.e.: inquiry in education, 9 (2017) 1, Artikel 3 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-6282
Schlagwörter	Race; Critical Theory; Teaching Methods; Qualitative Research; Action Research; Secondary School Teachers; Teacher Researchers; Curriculum Development; Equal Education; Minority Group Students; Teaching (Occupation); Career Choice; Theory Practice Relationship; Racial Bias; High School Students; Teacher Attitudes; Student Journals; Student Attitudes; Program Descriptions; Inclusion; Power Structure; Teacher Student Relationship; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Projektforschung; Lehrerforschung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching; Lehrberuf; Theorie-Praxis-Beziehung; Racial discrimination; Rassismus; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lehrerverhalten; Studentenzeitung; Schülerverhalten; Inklusion; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This qualitative research study employs a teacher action research methodology to study how a teacher develops and implements a critical race pedagogy (CRP) curriculum. CRP pairs the liberatory practices of critical pedagogy (Friere, 1970), such a problem-posing classroom and praxis, with the maxims of critical race theory (Delgado & Stefancic, 2000). Situated in a high school teacher pipeline program, this study details how a teacher-researcher developed a curriculum focused on teaching about racial injustice and educational inequality to a group of minoritized youth interested in the teaching profession. The research outlines key levers in her classroom, such as building a classroom community, selecting a range of critical texts, and harnessing dialogue to co-construct knowledge. The author also reflects on challenges that surfaced when moving from theory to practice, such as democratizing the classroom and the unfinished nature on becoming, and offers insights that contribute to the field of teachers-researchers interested in bolstering young people's racial consciousness in schools. (As Provided).
Anmerkungen	Center for Practitioner Research at National Louis University. 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: digitalcommons@nl.edu; Web site: https://digitalcommons.nl.edu/ie/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01