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作者

Shiv R. Desai

来源

URBAN EDUCATION,Vol.54,Issue8,P.1031–1057

语言

英文

关键字

activism, Black males, culturally relevant pedagogy, discipline policies, preservice teachers, race, teacher beliefs, teacher education, White teachers

作者单位

1University of New Mexico, Albuquerque, NM, USA

摘要

The purpose of this article is to describe a pedagogical inquiry the author conducted to engage preservice teachers in social justice praxis and teacher activism to address the impact of racial profiling on classroom interactions by utilizing the Trayvon Martin case. The Martin case provided the opportunity to have rich, meaningful discussions regarding race, equality, and justice with preservice teachers so that they would be better equipped to tackle such issues in the classroom. Most important, this inquiry reinforces the notion that children of color will never be treated equally until we change how they are perceived.