A New Commonsense: Teachers Face Race and the South in Lesson Design

• In Event: 79.042 - Still Persistent, Still Pervasive: Race and Racism in American Schooling

Abstract

This qualitative case study examines the place of racial and national ideology in instructional design. Multi-day lesson plans and interviews with teacher participants reveals reveal how teacher narratives compare to broader racial projects, specifically as it concerns the American South. Professional development that centered White racist action contributed to critical lesson design that focused on racial injustice. However, the place of these lessons in their broader approach to curriculum and instruction indicated varied approaches to the systemic nature of racial ideology.

Author

• Christoph Stutts, University of North Carolina - Chapel Hill