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ERIC Number: EJ1161035
Record Type: Journal
Publication Date: 2017
Pages: 5
Abstractor: ERIC
ISSN: ISSN-1521-0960
Hearing the Difference: "Mockingbird" Novel Inspires Student-Led Anti-Racism Video Project
Coe, Cindy A.
Multicultural Perspectives, v19 n4 p239-243 2017
In this article, Cindy Coe describes how after wrapping up her eighth grade "To Kill a Mockingbird" unit, one of her students came to her about derogatory terms being used around school and expressed that she wanted to do something about it in light of their recent unit. In a meeting with the principal, the student shared her frustration with hearing her African-American friend being called the N-word in a joking manner, hearing other students make insensitive comments about Middle-Eastern students, and hearing her own friends making assumptions about Latino/a students. Together the student, principal, and Coe brainstormed possibilities of creating a student-led video project where students shared their stories and expressed their feelings about being labeled or stereotyped because of their ethnicity. The project would be student-led and student created and facilitated by the principal. They decided to recruit a diverse group of students to form a student equity team. As part of this team, these students could have open conversations about their experiences and share desires for the video project. This article describes how the video project developed over a period of two months and was then shared with groups of students and faculty. It concludes with a discussion on how schools can develop classroom cultures where student projects like "Hearing the Difference" are likely to materialize.
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:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oregon
Grant or Contract Numbers: N/A