Complicated Conversations: Exploring Race and Ideology in an Elementary Classroom

Autor/in	Hollingworth, Liz
Titel	Complicated Conversations: Exploring Race and Ideology in an Elementary Classroom
Quelle	In: Urban Education, 44 (2009) 1, S.30-58 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085907312496
Schlagwörter	Childrens Literature; Race; Discussion (Teaching Technique); Classroom Communication; Stereotypes; Ideology; Elementary School Teachers; Elementary School Students; Multicultural Education; Cultural Pluralism; Classroom Environment; Racial Bias; Whites; Power Structure; Teacher Attitudes; Reading Materials; Language Arts + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Rasse; Abstammung; Klassengespräch; Klischee; Ideologie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Multikulturelle Erziehung; Kulturpluralismus; Klassenklima; Unterrichtsklima; Racial discrimination; Rassismus; White; Weißer; Lehrerverhalten; Sprachkultur
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. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10