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Race, Emotions, and Woke in Teaching

by Carl A. Grant - 2019

This chapter queries the meaning and arc of social justice for teachers engaging in mindfulness pedagogy and pursuing the role of emotion in classroom instruction. In particular, this chapter problematizes the relationship between being “woke” and having emotional granularity in relation to one’s practice as a teacher. Among other questions, it investigates: How may teacher educators support prospective and new teachers in thinking through what their emotions mean for teaching students who differ from them racially, ethnically, in social class, and in other dimensions of identity? How can prospective and new teachers enact curriculum and practices that embrace students as intellectually able, promising scholars?

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Cite This Article as: Teachers College Record Volume 121 Number 13, 2019, p. 1-26
https://www.tcrecord.org ID Number: 22985, Date Accessed: 9/23/2021 7:08:24 PM

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About the Author
  • Carl Grant
    University of Wisconsin–Madison
    CARL A. GRANT is Hoefs-Bascom Professor in the Department of Curriculum and former Chair of the Afro-American Studies Department at the University Wisconsin–Madison. He has authored or edited more than 50 books and has written more than 100 journal publications. Professor Grant’s recent books include Du Bois and Education (2018), Black Intellectual Thought in Education (with Keffrelyn and Anthony Brown, 2015), Intersectionality & Urban Education: Identities, Policies, Spaces and Power (with E. Zwier, Eds., 2014), The Selected Works of Carl A. Grant (2014), and The Moment: Barack Obama, Jeremiah Wright and the Firestorm at Trinity United Church of Christ (with Shelby Grant, 2013).
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