Teacher Agency, Racial Literacy, and Antiracist Curricular Choices Within a Secondary Humanities Classroom

• In Event: 68.061 - Roundtable Session 30
  In Roundtable Session: 68.061-14 - Reimagining Resistive Agency, Disrupting State-Sanctioned Epistemological Injustice

Abstract

As part of a larger longitudinal case study (Yin, 2014; Stake, 1995), this proposal is grounded in the broader aim of developing racial literacy as knowledge and practice in a Humanities curriculum (Guinier, 2004; Twine, 2004; Bolgatz, 2005; Rogers & Mosely, 2006; Skerrett, 2011; Epstein & Gist, 2015). Specifically, how do youth of color take up and respond to an antiracist curriculum (Troyna, 1987, Epstein, 1993; Dei, 1996; Thompson, 1997; Wagner, 2005) designed by a third-year African-American educator with ‘sustained and strategic’ (Skerrett, 2011) racial literacy practices? This research spotlights a teacher’s choices throughout curriculum construction and considers how racial literacy knowledge shifts for both the teacher and his students.

Author

• Alina Adonyi Pruitt, The University of Texas - Austin