NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ821751
Record Type: Journal
Publication Date: 2009
Pages: 29
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-0042-0859
Complicated Conversations: Exploring Race and Ideology in an Elementary Classroom
Hollingworth, Liz
Urban Education, v44 n1 p30-58 2009
This is a case study of an elementary teacher's decision to add multicultural children's books to her curriculum and an analysis of how her ideologies about race shaped the classroom discourse. Although the teacher's stated purpose was to teach the pitfalls of racial stereotypes by encouraging conversations about prejudice, often the classroom talk normalized Whiteness in ways that shut down explorations of racial diversity, power, and oppression. This article describes how multicultural literature is used in an upper elementary classroom to supplement the existing curriculum and how a teacher's beliefs about race are present in the resulting discourse. (Contains 1 table and 1 figure.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A