Disrupting the (Hidden) Curriculum: Anti-Racist Approaches to Student Instruction and Assignments

Autor/inn/en	Peters, April L.; Rangel, Virginia; Anderson, Anastasia
Titel	Disrupting the (Hidden) Curriculum: Anti-Racist Approaches to Student Instruction and Assignments
Quelle	In: Journal of Cases in Educational Leadership, 26 (2023) 4, S.53-61 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peters, April L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/15554589231180649
Schlagwörter	Hidden Curriculum; Racism; Teaching Methods; Assignments; Urban Schools; Elementary School Teachers; Culturally Relevant Education; Case Studies; Case Method (Teaching Technique) + Suchen Sie Ihr Suchwort? Heimlicher Lehrplan; Rassismus; Teaching method; Lehrmethode; Unterrichtsmethode; Assignment; Auftrag; Zuweisung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Case method; Fallmethode
Abstract	In an urban elementary school serving predominantly White and Latinx students, the second-grade teachers created an assignment that asked students to share how their families migrated to the United States. The mother of a Black student met with the teacher to discuss her discomfort with the assignment given that their family descended from enslaved Africans, not immigrants. The teacher was sympathetic but did not understand the issue and refused to omit the assignment. Unsatisfied, the mother requested a meeting with the principal to discuss the racist implications of this assignment and the potential trauma her son would experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01