One novice teacher and her decisions to address or avoid controversial issues

Journal of Social Studies Research - Tập 42 - Trang 39-47 - 2018
Kathryn E. Engebretson1
1Indiana University, 3250 W. W. Wright Education Building, 201 N. Rose Avenue, Bloomington, IN 47405, United States

Tóm tắt

Building upon Thornton's (1991) work on teachers as “curricular-instructional gatekeepers,” the author explores what guided the curricular decision-making for one novice teacher concerning controversial issues that center on race, social class, and lesbian, gay, bisexual, and transgender (LGBT) issues. Qualitative case study revealed context, student demographics, and teacher positionality as influencing this teacher's choices regarding these themes in her curriculum. Findings indicated that this teacher was willing and able to challenge racist views in her classroom when she was a student teacher and her students more closely mirrored her own race and social class. When she was a full-time teacher of students who were of a different racial and class background, she was unable to similarly challenge their homophobic beliefs. Implications for teacher education are discussed.

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Thông tin xuất bản

Journal of Social Studies Research

Tập 42

39-47

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