The Unfinished Agenda of School Desegregation: Using Storytelling to Deconstruct the Dangerous Memories of the American Mind

Caruthers, Loyce

doi:10.1207/s15326993es3701_4

Cited by 7 publications

(4 citation statements)

References 6 publications

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“…Kansas City has a long history of racial divide and tension. As Candace continued to practice in this setting and engage in discussions with students and colleagues over time, she learned about resources on this topic and came to a fuller understanding about the persistent efforts to desegregate the local urban schools (Caruthers, 2005;.…”

Section: Resultsmentioning

confidence: 99%

Narrative Reconsiderations of Teaching as Negotiated Curriculum for Social Justice and Equity

2019

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Curriculum is negotiated in intricate ways through various forms of interactions between teachers and students, among students, or via acts of mentoring. Attending to the details of the experiences and interactions of such negotiations within the construct of narrative deliberation may prove to be illuminating in terms of understanding top-down and bottom-up influences on teaching and learning. In this article, we discuss the findings of a narrative inquiry into Education professors' experiences of these forms of curricular interaction in higher education. We underscore socially just and equitable curriculum development through engagement with teacher education students. We further reflect on mentoring as an outgrowth of teaching that might serve to sustain curriculum negotiation from an equity and social justice vantage.

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Section: Resultsmentioning

confidence: 99%

Narrative Reconsiderations of Teaching as Negotiated Curriculum for Social Justice and Equity

2019

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“…unexamined, negative and distorted images and meanings become dangerous memories (Caruthers, 2005) that must be confronted and explored in order to reculture schools and communities.…”

Section: Leftmentioning

confidence: 99%

Re-living Dangerous Memories: Online Journaling to Interrogate Spaces of “Otherness” in an Educational Administration Program at a Midwestern University

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Caruthers

McCarther

2009

Journal of Research on Leadership Education

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This theoretical paper explores the use of online journaling in an educational administration program to interrogate spaces of “otherness”—the geographical spaces of cities where poor children and children of color live—and the dangerous memories prospective administrators may have about diversity. The cultures of most educational administration programs do not help graduate students “dig beneath the surface” of the seemingly benign recipes of current school reform to explore cultural differences. When given the opportunity to use reflective online journaling, candidates talked more freely about race, ethnicity, class, language, ability/disability, gender, sexual orientation, and other facets of diversity. Reculturing educational administration programs will require both students and instructors to have similar opportunities to interrogate spaces of “otherness” and work to transform them.

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“…In progressive teacher education, storytelling has long been viewed as an effective strategy, helping teachers think more deeply about their teaching practice, interactions, and content. For example, Loyce Caruthers (2005) reveals how storytelling about the taboo subjects of race, class, and gender can help teachers "desegregate their minds" by questioning and challenging educational practices and structures. Part of desegregating one's mind is to embrace personal experiences and to reflect upon them.…”

Section: Teaching Mills In Tokyomentioning

confidence: 99%

Teaching Mills in Tokyo

Storrs

2009

Teach Sociol

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Here I emphasize the applicability of the sociological imagination to an international audience by sharing my journey of teaching sociology in Japan. I found my own sociological imagination helpful in critically evaluating the literature on Japanese higher education and the construction of the Japanese student as a form of Orientalism. As I embraced international students' unique, context-specific capacities for learning, I relied on the illuminating power of C. Wright Mills's sociological imagination to heighten their understandings of themselves and others. Despite the characterization of Japanese students as passive learners, I discovered an engaged and responsive student body who developed a keen sociological imagination through storytelling. Employing a pedagogy of storytelling, I helped my students successfully explore gender and ethnic troubles as public issues in a global context. The insight gained abroad has led me to expand my pedagogy at home beyond active learning strategies to incorporate stories to enhance U.S. students' sociological imaginations.

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The Unfinished Agenda of School Desegregation: Using Storytelling to Deconstruct the Dangerous Memories of the American Mind

Cited by 7 publications

References 6 publications

Narrative Reconsiderations of Teaching as Negotiated Curriculum for Social Justice and Equity

Narrative Reconsiderations of Teaching as Negotiated Curriculum for Social Justice and Equity

Re-living Dangerous Memories: Online Journaling to Interrogate Spaces of “Otherness” in an Educational Administration Program at a Midwestern University

Teaching Mills in Tokyo

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