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ERIC Number: ED421590
Record Type: RIE
Publication Date: 1998-Apr
Pages: 40
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
One High School Teacher's Unexamined Pedagogy of Race.
Hyland, Nora E.
A case study was conducted to examine the implicit beliefs and practices of one white high school mathematics teacher in the context of race. The study explores the subtle ways in which the dominant, hegemonic ideology and discourse saturates everyday life in schools. The teacher studied was a white females mathematics teacher in a small town high school in the Midwest with 19 years of teaching experience. The student population was 67% white, 24.3% black, and the remainder of various ethnicities. The teacher was observed for eight class periods and was interviewed on six different occasions. She saw herself as an advocate for students with special needs and was maternal and affectionate toward her students. She tended to see mathematics as removed from culture, and only related it to the everyday life of students in a superficial way. In a sense, her care for her students may be viewed as paternalistic and hegemonic in that it reifies existing power relationships. While she recognized that personal and family problems are related to systemic problems, she did not make the connection that systemic problems are disproportionately inflicted on people of color. This teacher was in conflict over racism, and inexperienced in discussing issues of race, and she was more likely to attribute discrepancies in mathematics education to family and parent support and the poor teaching of elementary school teachers than to race. However, this teacher expressed willingness to explore issues of race and teaching, illustrating possibilities for change. Some suggestions are offered for promoting teacher dialogue about race. (Contains 27 references.) (SLD)
Publication Type: Opinion Papers; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).