Literaturnachweis - Detailanzeige
Autor/inn/en | Peters, April L.; Rangel, Virginia; Anderson, Anastasia |
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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 |
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) 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). |
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: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |