This qualitative study explores the techniques, materials and processes of a Black teacher and aWhite teacher who introduced issues of race and racism in their team-taught high school class. The teachers explicitly put the issues of race and racism on the table, asked questions that challenged students to think about the topics, and used race-related curricular materials and assignments. The teachers' initiative encouraged the students in the class to speak out about the language and meaning of race and racism.Race and racism are complicated historical and current phenomena that students need to understand if they are going to grapple effectively with the ongoing racial tensions in our society. Unfortunately, teachers often do not know how to broach these subjects with students. The topics are often considered too taboo or controversial for discussion in schools, and teachers have few tools to overcome the difficulties associated with initiating conversations about these subjects. This qualitative study explores the techniques, materials and processes of a White teacher and a Black teacher who introduced issues of race and racism in their team-taught high school class. The teachers explicitly put the issues of race and racism on the table, asked questions that challenged students to think about these topics, and used race-related curricular materials and assignments. The teachers' initiative encouraged the students in the class to speak out about the language and meaning of race and racism.
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