A qualitative study of teaching using a critical race praxis in a high school English writing class

Jose Roberto Garcia Flores, University of Rhode Island

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

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