Censoring the Self: One Novice Teacher and Her Decisions to Address or Avoid Race, Class, and Sexual Orientation

• In Event: Critical Issues of Race, Class, and Gender

Abstract

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 race, social class, and LGBT issues. Qualitative case study revealed context, student demographics, and teacher positionality as influencing this teacher's choices regarding these themes in her curriculum. Implications for self-censorship, controversial issues, and teacher education are discussed.

Author

• Kathryn E Engebretson, Indiana University - Bloomington