A qualitative study of teaching using a critical race praxis in a high school English writing class
Abstract
The study I conducted was set in a urban high school in the north-east. I used the tenets of critical race theory and intersected these with the philosophical approaches of critical pedagogy. I used qualitative methods and critical discursive psychology to analyze the data. My study shows that using a critical race praxis in the classroom can interrupt with the monologic approaches typical of many classrooms and lead to more dialogic approaches to teaching and learning. Fostering student narratives, and building awareness and agency to resist and respond to oppression was a key end result of the study.^
Subject Area
Education, Language and Literature
Recommended Citation
Jose Roberto Garcia Flores,
"A qualitative study of teaching using a critical race praxis in a high school English writing class"
(2012).
Dissertations and Master's Theses (Campus Access).
Paper AAI3503460.
http://digitalcommons.uri.edu/dissertations/AAI3503460