Kelly Sassi and Ebony Elizabeth Thomas describe their struggles and eventual success with students in constructing a "counternarrative to colormuteness and colorblindness"--the self-imposed student segregation and silencing of voice. Because of discussions during a Native American unit and student participation in a classroom intervention activity, interpersonal dynamics openly shifted for the better.
Education | Secondary Education and Teaching | Teacher Education and Professional Development
Sassi, Kelly and Ebony Elizabeth Thomas. "Walking the Talk: Examining Privilege and Race in a Ninth-Grade Classroom." English Journal 97.6 (2008): 25-31.