Exploring Cultural Hegemony as the Context for Race and Social Class Inequities in the Classroom

• In Event: 18.071 - Roundtable Session 5
  In Roundtable Session: 18.071-15 - Using Inquiry With Preservice Teachers to Understand and Reflect on Inquiry

Abstract

This research project gives two groups of teacher candidates, from California and Wisconsin, the opportunity to problematize culturally hegemonic, inequitable assumptions, stereotypes and practices in ethnically diverse schools, and explore social justice alternatives. Cultural hegemony takes the form of mechanisms of power, like race classification, that most people are persuaded to see as normal, natural and common sense. Initial analysis of data suggests that the research project has been quite successful in bringing to consciousness teacher candidates’ monocultural, Eurocentric stereotypes and the inequities built into the current model of schooling in the U.S. The significance of the study lies in its effectiveness in helping teacher candidates recognize and counter the hidden curriculum operating in schooling contexts.

Authors

• Virginia M. Lea, University of Wisconsin - Stout

• Roberta Ahlquist, San José State University