This study explored two White inservice teachers’ understandings of Whiteness in relation to privilege and caring. A yearlong professional development set of courses used a multimodal construction of three significant course experiences designed to reposition Whiteness and illuminate White teachers’ predisposition to care for their students in ways aligned with their own conceptions of caring.
Balancing linguistic and social needs: Evaluating texts using a critical language awareness approach Balancing linguistic and social needs: Evaluating texts using a critical language awareness approach With the tool introduced in this article, ESL teachers can gauge how deeply current content-based texts consider social issues in the lives of students.
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