The Context of a Culturally Unresponsive Curriculum: Constructing Ethnicity and Gender Within a Contested Terrian
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Catherine D. Ennis, Professor (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: The purpose of this research was to examine retrospectively the impact of federal mandates for forced school desegregation and coeducational programs on the curricular and teaching decisions of veteran teachers. A series of three narrative interviews were conducted with 12 middle school physical education teachers who had been teaching in the school district prior to 1970. The data were analyzed using constant comparison. The themes of curricular ownership, lack of awareness of and sensitivity to students' gender and ethnic identities, and the resulting need for student control were evident in teachers' decision making. White girls, African–American students, and other students of color were reluctant or refused to participate in tasks taught within a white, male sport curriculum. When viewed together, ownership, insensitivity, and control formed an interlocking system of domination that constrained students' constructions of an authentic identity.
The Context of a Culturally Unresponsive Curriculum: Constructing Ethnicity and Gender Within a Contested Terrian
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Created on 2/14/2011
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Additional Information
- Publication
- Teaching and Teacher Education, 14, 749-760.
- Language: English
- Date: 1998
- Keywords
- Ethnicity, Gender, Critical theory, Desegregation, Coeducation, Physical education, Student identity, Veteran teachers, Attitudes