Embracing the Tension: Using Teachable Moments to Explore the Racialized Educational Experiences of Students in Traditionally White Classrooms

Authors

  • Frank Tuitt University of Denver
  • Rachel Alicia Griffin, Ph.D. Southern Illinois University (SIU)
  • Lyndsay J Agans The International Baccalaurate (IB)

Keywords:

Critical Race Theory (CRT), Pedagogy, Diversity, Tension, Conflict

Abstract

In the last decade, the use of critical race theory (CRT) as a theoretical framework within educational research has increased. However the curricular study of CRT and its use in pedagogical approaches within the classroom remain underexplored in the extant literature. A professor and two doctoral candidates at a research-intensive university describe the process of creating a graduate-level education course in CRT, through analytical consideration of CRT tenets and their purposeful use in course development and implementation.    

Author Biographies

Frank Tuitt, University of Denver

Frank Tuitt is the Senior Advisor to the Chancellor and Provost on Diversity and Inclusion at the University of Denver and Associate Professor of Higher Education in the Morgridge College of Education. His research explores topics related to access and equity in higher education; teaching and learning in racially diverse college classrooms; and diversity and organizational transformation.

Rachel Alicia Griffin, Ph.D., Southern Illinois University (SIU)

Rachel Alicia Griffin, Ph.D. is an Associate Professor in the Department of Communication Studies at Southern Illinois University (SIU), cross-appointed in Africana Studies and Women, Gender, and Sexuality Studies. As a critical intercultural scholar, her research interests span Black feminist thought, critical race theory, popular culture, sport, education, and sexual violence.

Lyndsay J Agans, The International Baccalaurate (IB)

Lyndsay J. Agans is an educational technologies and innovation scholar and poet and Sr Project Manager/Organisational Consultant at The International Baccalaureate (IB). Prior to joining IB just over a year ago Lyndsay spent more than a decade in higher education as a researcher and project lead with a focus on educational technologies and digital learning including.

Published

2016-04-01

How to Cite

Tuitt, F., Griffin, Ph.D., R. A., & Agans, L. J. (2016). Embracing the Tension: Using Teachable Moments to Explore the Racialized Educational Experiences of Students in Traditionally White Classrooms. Understanding and Dismantling Privilege, 6(1), 43–58. Retrieved from https://wpcjournal.com/article/view/10888

Issue

Vol. 6 No. 1 (2016): Understanding & Dismantling Privilege

Section

Research Articles

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A new model, the Creative Commons approach, with split copyright is rapidly evolving and worth considering.

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