Harvard Educational Review
  1. Spring 2017 Issue »

    Putting Race on the Table

    How Teachers Make Sense of the Role of Race in Their Practice

    AMANDA J. TAYLOR
    In this article, Amanda J. Taylor uses portraiture methodology to explore one white teacher’s efforts to understand whether and how race plays a role in her teaching practice. With no conscious experiences with race and racism, this teacher draws on her time as a cross-cultural traveler to construct and apply what Taylor calls a racial touchstone to best approximate the nature of racism. The teacher uses her touchstone to frame her interpretations and guide her pedagogical choices in the context of her classroom. Ultimately, this touchstone allows her to center culture and avoid racial analyses, resulting in her justification of surface-level approaches to engaging difference that are not likely to dismantle racial inequality.  

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    Amanda J. Taylor is a professorial lecturer at American University’s School of International Service, where she is director of the Intercultural and International Communication Program. Her research and teaching focus on the micropolitics of schooling in the United States and abroad. Her work on multiracial education organizing and multicultural teacher education has been published by Oxford University Press, the Free Press, and in peer-reviewed journals, including Urban Education, Equity & Excellence in Education, and the Peabody Journal of Education (forthcoming). She began her career as a secondary school teacher in international and US urban public schools. 
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    Spring 2017 Issue

    Abstracts

    Responding to “Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability”
    A HARVARD EDUCATIONAL REVIEW FORUM
    H. SAMY ALIM, SUSAN BAGLIERI, GLORIA LADSON-BILLINGS, DAVID H. ROSE, DJANGO PARIS, and JOSEPH MICHAEL VALENTE
    Where Are All the Black Teachers?
    Discrimination in the Teacher Labor Market
    DIANA D’AMICO, ROBERT J. PAWLEWICZ, PENELOPE M. EARLEY, and ADAM P. MCGEEHAN
    Putting Race on the Table
    How Teachers Make Sense of the Role of Race in Their Practice
    AMANDA J. TAYLOR
    A Crime for a Crime?
    The Landscape of Correctional Education in the United States
    LYNETTE N. TANNIS
    Complex Sentences
    Searching for the Purpose of Education Inside a Massachusetts State Prison
    CLINT SMITH
    Critiquing Critical Pedagogies Inside the Prison Classroom
    A Dialogue Between Student and Teacher
    ERIN L. CASTRO and MICHAEL BRAWN
    The Problem Child
    Provocations Toward Dismantling the Carceral State
    ERICA R. MEINERS
    Harvard Educational Review’s Commitment to Justice and Equity at a Time of Political and Social Change
    From the Editors

    Book Notes

    Continuity in Children’s Worlds
    Melissa M. Jozwiak, Betsy J. Cahill, and Rachel Theilheimer

    An Everyone Culture
    Robert Kegan and Lisa Lahey, with Matthew L. Miller, Andy Fleming, and Deborah Helsing