The Council for Exceptional Children is pleased to partner with the National Center for Culturally Responsive Educational Systems (NCCREST) to periodically include in TEACHING Exceptional Children topical briefs to support your efforts in addressing the learning needs of exceptional students from culturally and linguistically diverse backgrounds.
This review of research examines classroom conversations about race with a theoretical framing oriented to understanding how such conversations may disrupt social and educational inequalities. The review covers research on how classroom conversations on race contribute to students’ and educators’ understandings of a racialized society, their construction of and reflection on relationships among students, as well as to their learning of academic content knowledge. The review considers research across grades P–12, as well as conversations in teacher education, with a specific focus on the U.S. context. Limiting the review to the U.S. context is done not to obfuscate conceptions of race and inequalities globally, but to elucidate how race becomes manifested in unique ways in the United States—often positioning African Americans and Blackness as the “fundamental other.” The review offers a social, historical, and political discussion that contextualizes how classroom conversations, and their omission, are not conversations only relegated to the classroom, but are part of a larger dialogue within the broader society.
This article presents the complex relationship between how black male and female identities have been constructed dichotomously in response to the gender framed ''crisis'' in black America. The ethnographic research study was conducted in an secondary African American History course, located in an urban school district in the southern portion of the United States. A case study of one black female student in a class of fourteen black male students was developed to deconstruct opposition and the use of resistance and empowerment by the female student. The classroom interactions among the male students, teacher, and Nicole were presented and analyzed from Nicole's perspective. Analysis centralizes how Nicole interprets the class community, social interactions, and language used reflecting the needs of the African American males at the expense of her own social, cultural, and gender identity.
Nas salas de aula, os professores envolvem explicitamente e implicitamente os alunos na exploração das ideologias linguísticas que influenciam suas atitudes sobre a variação da linguagem e as relações raciais. O estudo de caso relatado aqui usa análise do discurso etnogeograficamente detalhada para examinar como as conversas instrucionais em uma sala de aula de artes de língua secundária convidaram os alunos a refletir, desconstruir e reconstruir ideologias linguísticas isso influenciou a forma como eles viam o uso da linguagem e as relações raciais. Empregamos um quadro mircoetnográfico, analítico do discurso, informado por sociolinguística interacional, teoria racial crítica e raciolinguística para analisar a conversa instrucional. A análise tornou visível como a conversa instrucional orientou a desconstrução e a reconstrução da variação da linguagem pelos alunos através do posicionamento uns dos outros para questionar binários linguísticos, ligações entre ideologias linguísticas e raciais hierarquias e ideologias linguísticas que carecem de aterramento em suas próprias experiências linguísticas cotidianas. Os resultados também mostram que as próprias identidades sociais dos alunos foram implicadas nas ideologias linguísticas que detinham, desconstruídas e reconstruídas.
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