Making Difference Matter: Teaching and Learning in Desegregated Classrooms

Autor/inn/en	Freidus, Alexandra; Noguera, Pedro A.
Titel	Making Difference Matter: Teaching and Learning in Desegregated Classrooms
Quelle	In: Teacher Educator, 52 (2017) 2, S.99-113 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2017.1294925
Schlagwörter	Ethnography; School Desegregation; Social Influences; Educational Environment; Small Group Instruction; Teaching Methods; Individualized Instruction; Racial Differences; Socioeconomic Influences; Racial Segregation; Interaction; Educational Quality; Minority Group Students; Observation; Interviews; Coding; Grade 6; New York (New York) + Suchen Sie Ihr Suchwort? Ethnografie; Integrative Schule; Sozialer Einfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Individualisierender Unterricht; Rassenunterschied; Sozioökonomischer Faktor; Rassentrennung; Interaktion; Quality of education; Bildungsqualität; Beobachtung; Interviewing; Interviewtechnik; Codierung; Programmierung; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	In this ethnographic study, we look closely at everyday classroom interactions in order to examine the complex process of creating equitable classroom communities in racially and socioeconomically diverse schools. We use the lens of relational difference (Abu El-Haj, 2006) to examine how students negotiate social boundaries within their new school; how students and teachers use small group work to co-construct expectations of academic ability; and how teachers communicate and students navigate the social significance of differentiated instruction and assessment. We find that assumptions that some students are more competent than others permeate the classroom, and these perceptions of ability are frequently tied to students' race and socioeconomic status. We provide suggestions for teachers and teacher educators who wish to challenge these unspoken classroom norms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01