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ERIC Number: EJ925375
Record Type: Journal
Publication Date: 2011
Pages: 18
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1361-3324
English Teachers' Racial Literacy Knowledge and Practice
Skerrett, Allison
Race, Ethnicity and Education, v14 n3 p313-330 2011
This article examines how secondary English teachers in two racially diverse schools--one in Massachusetts, USA, the other in Ontario, Canada--described their knowledge of and practices for teaching about race and racism. The extent and quality of teachers' racial literacy knowledge and practice were considered in light of the literature on racial literacy, racial literacy instruction, and anti-racist education. Three approaches to racial literacy instruction were identified: apprehensive and authorized; incidental and ill-informed; and sustained and strategic. The paper explores the strengths and weaknesses of teachers' knowledge and skills in order to suggest content and structures for professional development in support of racial literacy instruction. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; Massachusetts