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Redirecting our Gaze: Seeing Things as They Are


by Christine K. Lemley & Gerald K. Wood August 24, 2012

For the first time in history, more minority children were born in the United States than white children (US Census Bureau, 2012). In Arizona, House Bill 2281 bans teaching ethnic studies curriculum; this ban highlights the contested nature of knowledge and the significance of educating students through a curriculum that is responsive to and grounded in the lives of all students. This article argues that culturally relevant pedagogy be interspersed throughout teacher education program coursework in order to prepare teachers to serve the needs of the changing PK-12 student demographics.


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Cite This Article as: Teachers College Record, Date Published: August 24, 2012
http://www.tcrecord.org ID Number: 16856, Date Accessed: 12/13/2017 12:39:30 AM

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About the Author
  • Christine Lemley
    Northern Arizona University
    E-mail Author
    CHRISTINE K. LEMLEY grounds her teaching, service and scholarship in the ideal of culturally relevant pedagogy to engage and empower historically marginalized teachers and students. Most recently, her work focuses on social justice and equity issues through critical community engagement.
  • Gerald Wood
    Northern Arizona University
    E-mail Author
    GERALD K. WOOD focuses on community and youth organizing. He draws on critical geography and place-based education to underscore the complex realities impacting youth of color and provide pre-service teachers with opportunities to understand and engage these realities.
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