TALKING RACE: The Role of Risk-Taking in Activist Teachers' Collaborative Learning

Autor/in	Maton, Rhiannon M.
Titel	TALKING RACE: The Role of Risk-Taking in Activist Teachers' Collaborative Learning
Quelle	In: SoJo Journal: Educational Foundations and Social Justice Education, 7 (2021) 1, S.15-33 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2381-5183
Schlagwörter	Risk; Urban Schools; Urban Teaching; Activism; Racial Bias; Faculty Development; Social Action; Social Justice; Racial Relations; Critical Theory; Race; Feminism; Intercultural Communication; Communities of Practice; Inquiry; Teacher Associations; Teacher Attitudes; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Risiko; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Urban education; Stadtteilbezogenes Lernen; Aktivismus; Politischer Protest; Racial discrimination; Rassismus; Soziales Handeln; Soziale Gerechtigkeit; Kritische Theorie; Rasse; Abstammung; Feminismus; Interkulturelle Kommunikation; Community; Lehrerorganisation; Lehrerverband; Lehrervereinigung; Lehrerverhalten
Abstract	This article examines trends in learning among a multiracial group of activist urban educators in an inquiry group dedicated to the topic of structural racism. I find that deep learning about race and racism requires teachers to engage in risk-taking in 2 realms--conceptual and relational. Conceptual risk-taking involves grappling with ideas in new ways, while relational risk-taking requires educators to form deep relationships with colearners. These 2 realms of risk-taking are simultaneously discrete and interdependent. Together, conceptual and relational risk-taking strengthen teachers' potency in building personal and collective power to name and resist systems of racialized power and oppression. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01