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On Teachers' Professional Deliberation and Communicative Potential in Classrooms When Encountering Racism
Örebro University, School of Humanities, Education and Social Sciences. (Utbildning och demokrati)ORCID iD: 0000-0002-0481-1586
Örebro University, School of Humanities, Education and Social Sciences. (Utbildning och Demokrati)ORCID iD: 0000-0001-9735-3440
2018 (English)Conference paper, Published paper (Refereed)
Abstract [en]

This contribution is about situations in classrooms when students express racism, leaving teachers feeling uncertain about how to act. The study is mainly a theoretical contribution inspired by John Dewey’s (1908/1978, 1916/1985, 1922/1983) work on, if, and how deliberation can be used in such situations. It also uses recently carried out interviews with teachers on how to respond to racism in education, to illustrate situations related to the theoretical argumentation in the text. In this presentation “expressions of racism” refers to interpersonal racism where racism is expressed between people, based on race-biological and/or cultural divisions. The aspects highlighted are: 1) the student’s (expected) potential for growth, 2) the class composition and classroom climate, 3) the teacher's own knowledge and experiences.

Place, publisher, year, edition, pages
2018.
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-71446OAI: oai:DiVA.org:oru-71446DiVA, id: diva2:1278218
Conference
American Educational Research Association (AERA 2018), New York, USA, April 13-17, 2018
Funder
Swedish Research CouncilAvailable from: 2019-01-13 Created: 2019-01-13 Last updated: 2019-05-22Bibliographically approved

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Authority records BETA

Arneback, EmmaEnglund, Tomas

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
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  • vancouver
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  • en-US
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  • Other locale
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Output format
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  • asciidoc
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