Teaching racial literacy in secondary humanities classrooms: challenging adolescents’ of color concepts of race and racism

Epstein, Terrie; Gist, Conra D.

doi:10.1080/13613324.2013.792800

Cited by 56 publications

(28 citation statements)

References 25 publications

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“…Fostering racial literacy with students in classroom settings has important precedents in education research (Epstein & Gist, 2013;Rogers & Mosley, 2006). These studies demonstrated the use of racial literacy pedagogy in humanities-type contexts to help students challenge pre-conceived notions about race and racism and to recognize racial structures.…”

Section: Racial Literacy Schooling and Obamamentioning

confidence: 98%

Not Stopping at First: Racial Literacy and the Teaching of Barack Obama

Smith

2014

Multicultural Perspectives

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Section: Racial Literacy Schooling and Obamamentioning

confidence: 98%

Not Stopping at First: Racial Literacy and the Teaching of Barack Obama

Smith

2014

Multicultural Perspectives

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“…Scholars have advocated for more critical multicultural frameworks that grapple with past and present structural inequalities that shape students' experiences and teachers' biases or misunderstandings regarding race and culture (Lewis & Diamond, ; Nieto, ). Equity literacy (Gorski, , ) and racial literacy (Epstein & Gist, ; Guinier, ) frameworks, for example, emphasize the importance of fostering teacher candidates' structural analyses of inequalities. Such frameworks prioritize directly addressing racism and related equity issues and encourage candidates' recognition of, and their ability to respond to, manifestations of inequity in schools (Gorski, , ).…”

Section: Deemphasizing Inequalitymentioning

confidence: 99%

“…Equity literacy (Gorski, 2016a(Gorski, , 2016b and racial literacy (Epstein & Gist, 2015;Guinier, 2004) frameworks, for example, emphasize the importance of fostering teacher candidates' structural analyses of inequalities. Such frameworks prioritize directly addressing racism and related equity issues and encourage candidates' recognition of, and their ability to respond to, manifestations of inequity in schools (Gorski, 2016a(Gorski, , 2016b.…”

Section: Deemphasizing Inequalitymentioning

confidence: 99%

“…As Ladson‐Billings () observes, pre‐service teachers often use culture as a proxy for race and over‐simplistically rely on culture to explain non‐White students' lower test scores and disciplinary problems, among other issues. Moreover, researchers suggest that TEPs may conflate race and culture—leaving both concepts poorly understood—and approach culture in essentializing ways (Epstein & Gist, ; Irizarry, ). Marginalized groups are often discursively addressed in homogeneous terms as though there is a singular way to teach students that fall into a particular racial or ethnic group (Gorski, , ; Sleeter, ).…”

Section: Misunderstanding Culturementioning

confidence: 99%

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Addressing racial inequalities within schools: Exploring the potential of teacher education

Alvaré

2018

Sociology Compass

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A substantial body of literature demonstrates how within‐school patterns serve to maintain and perpetuate racial inequality in education. This occurs as well‐meaning teachers and administrators tend to hold lower academic expectations for students of color; engage in racially biased discipline patterns; employ alienating curricula; and fail to address racial issues in meaningful ways when they surface in classrooms. In this paper, I review literature on these and other inequitable patterns and subsequently summarize research exploring how these issues are confronted teacher training programs. While some pedagogical models show promise, many studies suggest that multicultural education and programs for pre‐service teachers fall short in promoting perspectives and practices to address inequity in schools. I apply tenets of critical race theory to scrutinize oppression within schools and the shortcomings of initiatives claimed to redress them, and moreover, to suggest how teacher education can be improved to encourage pedagogy for social justice ends.

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“…A culturally responsive teacher promotes social justice through naming and critiquing discourses of inequality within and beyond the classroom. She or he has what Epstein and Gist (2013) call "pedagogical dexterity" (p.19), that is the ability to be pedagogically reflexive and reflective, and to respond to students' learning needs through curricula, assessment and classroom practices that are relevant and meaningful.…”

Section: Introductionmentioning

confidence: 99%

How is cultural diversity positioned in teacher professional standards? an international analysis

Santoro

Kennedy

2015

Asia-Pacific Journal of Teacher Education

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Unprecedented levels of global mobility mean that culturally homogenous classrooms are now increasingly rare. This brings with it challenges for teachers and raises issues about what constitutes quality teaching and teachers. Professional standards are commonly seen as a key policy instrument through which teacher quality can be enhanced. This article presents an analysis of teacher professional standards from five of the most culturally diverse nations in the English speaking world. Using critical discourse analysis we examine how culturally and linguistically diverse learners and culturally responsive pedagogy are positioned, and what the standards stipulate teachers should know, and be able to do, in fulfilling their professional obligations. We conclude by raising concerns about how the official representations of teaching in particular national contexts fail to position culturally diverse learners and culturally responsive teaching as a priority.

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Teaching racial literacy in secondary humanities classrooms: challenging adolescents’ of color concepts of race and racism

Cited by 56 publications

References 25 publications

Not Stopping at First: Racial Literacy and the Teaching of Barack Obama

Not Stopping at First: Racial Literacy and the Teaching of Barack Obama

Addressing racial inequalities within schools: Exploring the potential of teacher education

How is cultural diversity positioned in teacher professional standards? an international analysis

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