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    Looking Through the Eyes of Primary School Teachers: A Study of How White Teachers Talk About Race

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    Title
    Looking Through the Eyes of Primary School Teachers: A Study of How White Teachers Talk About Race
    Author
    Dunn, Jessica
    Date
    May 17, 2014
    Subject
    primary
    education
    white
    teachers
    proactive
    reactive
    teaching approaches
    race
    talk
    
    Metadata
    Show full item record
    URI
    http://hdl.handle.net/20.500.13013/603
    Abstract
    A study of how White Primary teachers talk about race was conducted. Two different schools districts from Massachusetts were chosen, along with three different teachers from each district that represented a range of different grade levels. One suburban town North of Boston, Massachusetts, was comprised of primarily White students, while one urban city North of Boston, Massachusetts, was primarily composed of a diversified population of students. After conducting a series of interviews with teachers from each representative school district, results were analyzed to conclude two different teaching strategies used by White teachers when talking about race - a proactive teaching approach and a reactive teaching approach. Both of these teaching approaches proved to be important for all teachers to employ in order to be able to respond to their students' questions about race, as well as appropriately plan different lessons and units that highlight this important topic that impacts the lives of students throughout the United States.
    Advisor
    Leith, Chad
    Department
    Childhood Education and Care
    Degree
    Bachelor of Science (BS)
    Collections
    Early Education and Care Honors Theses
    Honors Theses

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