Document Type

Article

Abstract

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.

Disciplines

Education | Secondary Education and Teaching | Teacher Education and Professional Development

Comments

This is the publisher's (National Council of Teachers of English) PDF Version of the article, previously appearing as:

Sassi, K. & Thomas, E.E. (July 2008). Walking the Talk: Examining Privilege and Race in a Ninth-Grade Classroom. English Journal 97(6) 25-31.

Copyright 2008 National Council of Teachers of English.