Although race remains a controversial, yet pervasive, issue in society and education, practicing teachers may still grapple with whether race should be a central feature of curriculum and related instructional practices, and/or how race should be interrogated in the classroom. In this article, I discuss results from teacher survey data about their views on the relevance of race talk in their classrooms; their feelings and beliefs about their preparedness to develop discursive raced opportunities; and whether they believe parents, guardians, and administrators would support such discourse inside of the classroom. Implications for literacy teacher education and teacher development are discussed.
AnyonJ. (2005). Radical possibilities: Public policy, urban education, and a new social movement. New York, NY: Routledge.
2.
ArtilesA. J.KlingnerJ. K.TateW. F. (2006). Representation of minority students in special education: Complicating traditional explanations. Educational Researcher, 35, 3–5.
3.
BanduraA. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
4.
BanksJ. A. (2015). Cultural diversity and education: Foundations, curriculum and teaching (6th ed.). Boston, MA: Pearson.
5.
BannekerB. (1791). Letter to Thomas Jefferson. In BarksdaleR.KinnamonK. (Eds.), Black writers of America: A comprehensive anthology (p. 50). Englewood Cliffs, NJ: Prentice Hall.
6.
BellD. A. (1980). Brown v. Board of Education and the interest-convergence dilemma. Harvard Law Review, 93, 518–533.
7.
BlanchettW. J. (2006). Disproportionate representation of African Americans in special education: Acknowledging the role of White privilege and racism. Educational Researcher, 35, 24–28.
8.
BrownK. D. (2016). After the “at-risk” label: Reorienting educational policy and practice. New York, NY: Teachers College Press.
9.
Brownv. Board of Education, 347 U.S. 483 (1954).
10.
CarterK. (1990). Teachers’ knowledge and learning to teach. In WittrockM. C. (Ed.), Handbook of research on teaching (pp. 291–310). New York, NY: Macmillan.
11.
ClandininD. J. (1985). Classroom practices: Teacher images in action. Barcombe Lewes, England: Falmer Press.
12.
ClandininD. J.ConnellyF. M. (1986). Rhythms in teaching: The narrative study of teachers’ personal practical knowledge of classrooms. Teaching and Teacher Education, 2, 377–387.
13.
Cochran-SmithM. (1995). Uncertain allies: Understanding the boundaries of race and teaching. Harvard Educational Review, 65, 541–570.
14.
ConnellyF. M.ClandininD. J. (1984). Personal practical knowledge at Bay Street School: Ritual, personal philosophy and image. In HalkaesR.OlsonJ. K. (Eds.), Teacher thinking: A new perspective on (persistent problems in) education (pp. 134–148). Heirewig, Holland: Swets Publishing Service.
15.
ConnellyF. M.ClandininD. J. (1985). Personal practical knowledge and the modes of knowing: Relevance for teaching and learning. In EisnerE. (Ed.), Learning and teaching the ways of knowing, NSSE Yearbook (pp. 174–198). Chicago, IL: University of Chicago Press.
16.
DavisJ. E.JordanW. J. (1994). The effects of school context, structure, and experiences on African American males in middle and high school. Journal of Negro Education, 63, 570–587.
17.
DoyleW. (1986). Classroom organization and management. In WittrockM. C. (Ed.), Handbook of research and teaching (3rd ed., pp. 392–431). New York, NY: Macmillan.
18.
DunbarP. L. (1896). We wear the mask. In BarksdaleR.KinnamonK. (Eds.), Black writers of America: A comprehensive anthology (p. 352). Englewood Cliffs, NJ: Prentice Hall.
19.
EisnerE. (1994). The educational imagination: On the design and evaluation of school programs (3rd ed.). New York, NY: Macmillan.
20.
ElbazF. (1983). Teacher thinking: A study of practical knowledge. New York, NY: Nicols.
21.
FordD. Y. (2010). Reversing underachievement among gifted black students. Waco, TX: Prufrock Press.
22.
FosterM. (1997). Black teachers on teaching. New York, NY: New Press.
23.
FreireP. (1998). Pedagogy of the oppressed. New York, NY: Continuum.
24.
GayG. (2010). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.
25.
HabermanM. (2000, 11). Urban schools: Day camps or custodial centers?Phi Delta Kappan, 82, 203–208.
26.
HarrisC. I. (1993). Whiteness as property. Harvard Law Review, 106, 1707–1791.
27.
HillM. L. (2009). Beats, rhymes, and classroom life: Hip-hop pedagogy and the politics of identity. New York, NY: Teachers College Press.
28.
HowardT. C. (2010). Why race and culture matter: Closing the achievement gap in American classrooms. New York, NY: Teachers College Press.
29.
HughesL. (1945). I, too. In BarksdaleR.KinnamonK. (Eds.), Black writers of America: A comprehensive anthology (p. 519). Englewood Cliffs, NJ: Prentice Hall.
30.
HurstonZ. N. (1933). The gilded six-bits. In BarksdaleR.KinnamonK. (Eds.), Black writers of America: A comprehensive anthology (p. 613). Englewood Cliffs, NJ: Prentice Hall.
31.
IrvineJ. J. (2003). Educating teachers for diversity: Seeing with a cultural eye. New York, NY: Teachers College Press.
32.
KingJ. E. (1991). Dysconscious racism: Ideology, identity, and the miseducation of teachers. Journal of Negro Education, 60, 133–146.
33.
Ladson-BillingsG. (2009). The dreamkeepers: Successful teachers of African-American children. San Francisco, CA: Jossey-Bass.
34.
McCutcheonG. (2002). Developing the curriculum: Solo and group deliberation. Troy, NY: Educators’ Press International.
35.
McKayC. (1922). My mother. In BarksdaleR.KinnamonK. (Eds.), Black writers of America: A comprehensive anthology (p. 492). Englewood Cliffs, NJ: Prentice Hall.
36.
Milliken v. Bradley, 18 U.S. 717 (1974).
37.
MilnerH. R. (2003). Reflection, racial competence, and critical pedagogy: How do we prepare preservice teachers to pose tough questions?Race, Ethnicity, and Education, 6, 193–208.
38.
MilnerH. R. (2005a). Developing a multicultural curriculum in a predominantly White teaching context: Lessons from an African American teacher in a suburban English classroom. Curriculum Inquiry, 35, 391–427.
39.
MilnerH. R. (2005b). Stability and change in prospective teachers’ beliefs and decisions about diversity and learning to teach. Teaching and Teacher Education, 21, 767–786.
40.
MilnerH. R. (2006). Preservice teachers’ learning about cultural and racial diversity: Implications for urban education. Urban Education, 41, 343–375.
41.
MilnerH. R. (2008a). Disrupting deficit notions of difference: Counter-narratives of teachers and community in urban education. Teaching and Teacher Education, 24, 1573–1598.
42.
MilnerH. R. (2008b). Critical race theory and interest convergence as analytic tools in teacher education policies and practices. Journal of Teacher Education, 59, 332–346.
43.
MilnerH. R. (2010a). Start where you are but don’t stay there: Understanding diversity, opportunity gaps, and teaching in today’s classrooms. Cambridge, MA: Harvard Education Press.
44.
MilnerH. R. (2010b). What does teacher education have to do with teaching? Implications for diversity studies. Journal of Teacher Education, 60, 118–131.
45.
MilnerH. R. (2012). But what is urban education?Urban Education, 47, 556–561.
46.
MilnerH. R. (2013). Analyzing poverty, learning, and teaching through a critical race theory lens. Review of Research in Education, 37, 1–53.
47.
MilnerH. R. (2015). Rac(e)ing to class: Confronting poverty and race in schools and classrooms. Cambridge, MA: Harvard Education Press.
MilnerH. R.SmitheyM. (2003). How teacher educators created a course curriculum to challenge and enhance preservice teachers’ thinking and experience with diversity. Teaching Education, 14, 293–305.
50.
MilnerH. R.Woolfolk HoyA. (2003). A case study of an African American teacher’s self efficacy, stereo-type threat, and persistence. Teaching and Teacher Education, 19, 263–276.
51.
MonroeC. R. (2013). Coloring educational research: African American life and schooling as an exemplar. Educational Researcher, 42, 9–19.
52.
MorrisJ. E.MonroeC. R. (2009). Why study the U.S. South? The nexus of race and place in investigating Black student achievement. Educational Researcher, 38, 21–36.
53.
MuhammadG. E.HaddixM. (2016). Centering Black girls’ literacies: A review of literature on the multiple ways of knowing of Black girls. English Education, 48, 299–336.
54.
NogueraP. A. (2003). Schools, prisons, and social implications of punishment: Rethinking disciplinary practices. Theory Into Practice, 42, 341–350.
55.
O’ConnorC.FernandezS. D. (2006). Race, class, and disproportionality: Reevaluating the relationship between poverty and special education placement. Educational Researcher, 35, 6–11.
56.
PayneC. M. (2008). So much reform, so little change: The persistence of failure in urban schools. Cambridge, MA: Harvard Education Press.
57.
Plessy v. Ferguson, 163 U.S. 537 (1896).
58.
Price-DennisD. (2016). Developing curriculum to support Black girls’ literacies in digital spaces. English Education, 48, 337–367.
59.
Sealey-RuizY. (2016). Why Black girls’ literacies matter: New literacies for a new era. English Education, 48, 290–298.
60.
ShujaaM. J. (Ed.). (1994). Too much schooling, too little education: A paradox of Black life in White societies. Trenton, NJ: Africa World Press.
61.
ShulmanL. (1987). Knowledge and teaching. Foundations of the new reform. Harvard Educational Review, 57, 1–22.
62.
ShulmanL.SykesG. (1986). A national board for teaching? In search of a bold standard: A report for the task force on teaching as a profession. New York, NY: Carnegie Corporation.
63.
SkibaR. J.MichaelR. S.NardoA. C.PetersonR. L. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. The Urban Review, 34, 317–342.
64.
TateW. F.IV. (2008). “Geography of opportunity”: Poverty, place, and educational outcomes. Educational Researcher, 37, 397–411.
65.
TurnerN. (1831). The confessions of Nat Turner. In BarksdaleR.KinnamonK. (Eds.), Black writers of America: A comprehensive anthology (p. 163). Englewood Cliffs, NJ: Prentice Hall.
66.
WalkerD. (1829). David Walker’s appeal. In BarksdaleR.KinnamonK. (Eds.), Black writers of America: A comprehensive anthology (p. 153). Englewood Cliffs, NJ: Prentice Hall.
67.
WalkerM. (1942). For my people. In BarksdaleR.KinnamonK. (Eds.), Black writers of America: A comprehensive anthology (p. 636). Englewood Cliffs, NJ: Prentice Hall.
68.
WheatleyP. (1773). A farewell to America. In BarksdaleR.KinnamonK. (Eds.), Black writers of America: A comprehensive anthology (p. 42). Englewood Cliffs, NJ: Prentice Hall.
X. M., & A Haley. (1992). The autobiography of Malcolm X(1st Ballantine Books trade ed.). New York, NY: Ballantine Books.
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
