Sparking Courageous Conversations2019

Drawing on practitioner-research and case study methods, including interview protocols, this study aimed to explore the insights and experiences, as described by four teachers, of developing and teaching racial-justice curriculum for predominantly White 6th, 7th, and 8th graders in their course: Sparking Courageous Conversations: Discussing Race and Racism. This study was framed in critical literacy theories that are grounded in the work of Freire (2000) but draw on the work of contemporary critical scholars and practitioners with the knowledge that critical literacy pedagogy can provide a powerful means for interrogating how larger structures, texts, individuals, and groups are constructed. Data collection took place in four phases across three months. Primary data sources included...