ERIC Number: EJ1137631
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Making Difference Matter: Teaching and Learning in Desegregated Classrooms
Freidus, Alexandra; Noguera, Pedro A.
Teacher Educator, v52 n2 p99-113 2017
In this ethnographic study, we look closely at everyday classroom interactions in order to examine the complex process of creating equitable classroom communities in racially and socioeconomically diverse schools. We use the lens of relational difference (Abu El-Haj, 2006) to examine how students negotiate social boundaries within their new school; how students and teachers use small group work to co-construct expectations of academic ability; and how teachers communicate and students navigate the social significance of differentiated instruction and assessment. We find that assumptions that some students are more competent than others permeate the classroom, and these perceptions of ability are frequently tied to students' race and socioeconomic status. We provide suggestions for teachers and teacher educators who wish to challenge these unspoken classroom norms.
Descriptors: Ethnography, School Desegregation, Social Influences, Educational Environment, Small Group Instruction, Teaching Methods, Individualized Instruction, Racial Differences, Socioeconomic Influences, Racial Segregation, Interaction, Educational Quality, Minority Group Students, Observation, Interviews, Coding, Grade 6
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Grant or Contract Numbers: N/A