Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

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.

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase Redirecting our Gaze: Seeing Things as They Are
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record, Date Published: August 24, 2012
https://www.tcrecord.org ID Number: 16856, Date Accessed: 7/29/2021 4:00:22 AM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
Post a Comment | Read All

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.
Member Center
In Print
This Month's Issue