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?


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

Sign-in
Email:
Password:
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 Race, Emotions, and Woke in Teaching
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
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.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 121 Number 13, 2019, p. -
https://www.tcrecord.org ID Number: 22985, Date Accessed: 2/19/2020 6:55:03 PM

Purchase Reprint Rights for this article or review