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ERIC Number: EJ1146111
Record Type: Journal
Publication Date: 2017-Mar
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0091-732X
Classroom Conversations in the Study of Race and the Disruption of Social and Educational Inequalities: A Review of Research
Brown, Ayanna F.; Bloome, David; Morris, Jerome E.; Power-Carter, Stephanie; Willis, Arlette I.
Review of Research in Education, v41 n1 p453-476 Mar 2017
This review of research examines classroom conversations about race with a theoretical framing oriented to understanding how such conversations may disrupt social and educational inequalities. The review covers research on how classroom conversations on race contribute to students' and educators' understandings of a racialized society, their construction of and reflection on relationships among students, as well as to their learning of academic content knowledge. The review considers research across grades P-12, as well as conversations in teacher education, with a specific focus on the U.S. context. Limiting the review to the U.S. context is done not to obfuscate conceptions of race and inequalities globally, but to elucidate how race becomes manifested in unique ways in the United States--often positioning African Americans and Blackness as the "fundamental other." The review offers a social, historical, and political discussion that contextualizes how classroom conversations, and their omission, are not conversations only relegated to the classroom, but are part of a larger dialogue within the broader society.
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Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Brown v Board of Education
Grant or Contract Numbers: N/A