Dancing with the Monster: Teachers Discuss Racism, Power, and White Privilege in Education

Explores why it is difficult for teachers to have an open dialog about power, white privilege, and racism by examining an attempt at such a discussion by 60 teachers at a professional-development institute. Implications for planning this type of discussion are discussed. (SLD)

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Bibliographic Details
Published inThe Urban review Vol. 30; no. 3; p. 187
Main Authors Henze, Rosemary, Lucas, Tamara, Scott, Beverly
Format Journal Article
LanguageEnglish
Published Dordrecht Springer Nature B.V 1998
Subjects
Discourse Analysis
Educational Research
Elementary Secondary Education
Equal Education
Interpersonal Communication
Planning
Power Structure
Professional Development
Racial Discrimination
Racism
Sociolinguistics
Teacher Attitudes
White people
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Summary:Explores why it is difficult for teachers to have an open dialog about power, white privilege, and racism by examining an attempt at such a discussion by 60 teachers at a professional-development institute. Implications for planning this type of discussion are discussed. (SLD)
ISSN:0042-0972
1573-1960
DOI:10.1023/A:1023280117904