Education
Teaching for Social Justice in a Predominantly White School: Challenges and Opportunities to Make Change and Be Changed
Document Type
Book Chapter
Abstract
According to the National Center of Education Statistics, in the 2017–2018 school year, 79% of the teaching force in the USA identified as White, while 46% of students enrolled in public schools in the fall of 2020 identified as White. Considering the increasingly diverse racial and ethnic identities of student demographics in relation to the largely homogenous racial and ethnic teacher population, the need for White teacher allies, collective action, culturally sustaining pedagogy, and curriculum that represent diverse perspectives and voices is increasing. As a White teacher working in a predominantly White, regional, suburban school district in the Northeastern USA, in this chapter, I utilize an autoethnographic approach to examine my own continuing education and developing awareness about issues affecting students of color at my school, as well as my attempts to engage in grassroots efforts to bring about positive change in terms of racial attitudes and understandings within the school community. My findings document the challenges and opportunities that engaging in this work has presented.
Publication Title
Preparing Antiracist Teachers: Fostering Antiracism and Equity in Teacher Preparation
Publication Date
1-2024
First Page
50
Last Page
68
ISBN
9781040298169
DOI
10.4324/9781032685090-6
Keywords
antiracism, teaching, education
Repository Citation
Nerlino, Erin, "Teaching for Social Justice in a Predominantly White School: Challenges and Opportunities to Make Change and Be Changed" (2024). Education. 10.
https://commons.clarku.edu/faculty_education/10
