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ERIC Number: EJ1313773
Record Type: Journal
Publication Date: 2021
Pages: 19
Abstractor: As Provided
ISSN: ISSN-2381-5183
TALKING RACE: The Role of Risk-Taking in Activist Teachers' Collaborative Learning
Maton, Rhiannon M.
SoJo Journal: Educational Foundations and Social Justice Education, v7 n1 p15-33 2021
This article examines trends in learning among a multiracial group of activist urban educators in an inquiry group dedicated to the topic of structural racism. I find that deep learning about race and racism requires teachers to engage in risk-taking in 2 realms--conceptual and relational. Conceptual risk-taking involves grappling with ideas in new ways, while relational risk-taking requires educators to form deep relationships with colearners. These 2 realms of risk-taking are simultaneously discrete and interdependent. Together, conceptual and relational risk-taking strengthen teachers' potency in building personal and collective power to name and resist systems of racialized power and oppression.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania (Philadelphia)
Grant or Contract Numbers: N/A