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ERIC Number: EJ1061570
Record Type: Journal
Publication Date: 2015
Pages: 6
Abstractor: As Provided
Reference Count: 2
ISBN: N/A
ISSN: ISSN-1085-3545
Limiting Student Speech: A Narrow Path toward Success. A Response to "Challenging the Common Guidelines in Social Justice Education"
Minnick, Marissa C. A.
Democracy & Education, v23 n1 Article 10 2015
In this response, Minnick asserts that unequal representation of students' voices, an idea presented in Sensoy and DiAngelo's "Challenging the Common Guidelines in Social Justice Education," presents multiple negative classroom implications. Foremost, Minnick argues that Sensoy and DiAngelo's lack of clarity regarding when a teacher should limit student speech (either before the student begins to talk or midcomment) has a large effect on the success of their strategy. Second, Sensoy and DiAngelo's discussion strategy may result in the targeting of minority students and the judging of students. These concerns are driven by considerations of how teachers' relationships with students influence their ability to effectively limit and enable student speech. [For "Respect Differences? Challenging the Common Guidelines in Social Justice Education," see EJ1042313.]
Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://democracyeducationjournal.org/home
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A