Beyond Good Intentions: A Critical Discourse Analysis of Teaching Tolerance's 'Teaching the New Jim Crow: A Teacher's Guide'

Autor/in	Lechtenberg, Kate
Titel	Beyond Good Intentions: A Critical Discourse Analysis of Teaching Tolerance's 'Teaching the New Jim Crow: A Teacher's Guide'
Quelle	In: Journal of Curriculum Studies, 53 (2021) 1, S.83-102 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lechtenberg, Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2020.1820080
Schlagwörter	Teaching Methods; Social Justice; Critical Theory; Discourse Analysis; Prosocial Behavior; Progressive Education; Race; Teaching Guides; Lesson Plans; Educational Resources; Dialogs (Language); Whites; Citizen Participation; Language Usage; Audiences; Curriculum Evaluation; Social Studies; High School Students; Criticism; Standards; Political Influences + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Kritische Theorie; Diskursanalyse; Reformpädagogik; Progressive Erziehung; Rasse; Abstammung; Lehrerhandbuch; Lesson planning; Unterrichtsplanung; Bildungsmittel; Dialog; Dialogs; Dialogue; Dialogues; White; Weißer; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Sprachgebrauch; Spectator; Zuschauer; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Gemeinschaftskunde; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kritik; Standard; Political influence; Politischer Einfluss
Abstract	This paper uses critical discourse analysis to examine the alignment between the stated goals and the discursive implications in a scripted curriculum published by Teaching Tolerance, a progressive education organization in the US. Social justice education and critical race theories ground the analysis of "Teaching 'The New Jim Crow': A Teacher's Guide"; this set of 10 lessons and related resources claims to structure learning for open racial dialogues, democratic participation, and both standards-alignment and social justice education, yet my analysis of the lesson plans' language and structure reveals procedural instructional practices that uncritically transmit progressive messages while constructing an implied White audience. Implications focus on pathways for teachers and teacher educators to pursue social justice and critical pedagogy while rejecting superficiality and indoctrination. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01