Making Difference Matter

Teaching and Learning in Desegregated Classrooms

Alexandra Freidus, Pedro A. Noguera

Research output: Contribution to journalArticle

Abstract

In this ethnographic study, we look closely at everyday classroom interactions in order to examine the complex process of creating equitable classroom communities in racially and socioeconomically diverse schools. We use the lens of relational difference (Abu El-Haj, 2006) to examine how students negotiate social boundaries within their new school; how students and teachers use small group work to co-construct expectations of academic ability; and how teachers communicate and students navigate the social significance of differentiated instruction and assessment. We find that assumptions that some students are more competent than others permeate the classroom, and these perceptions of ability are frequently tied to students' race and socioeconomic status. We provide suggestions for teachers and teacher educators who wish to challenge these unspoken classroom norms.

Original languageEnglish (US)
Pages (from-to)99-113
Number of pages15
JournalTeacher Educator
Volume52
Issue number2
DOIs
StatePublished - Apr 3 2017

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classroom
Teaching
learning
teacher
student
small group work
ability
school
social status
educator
instruction
interaction
community

ASJC Scopus subject areas

  • Education

Cite this

Making Difference Matter : Teaching and Learning in Desegregated Classrooms. / Freidus, Alexandra; Noguera, Pedro A.

In: Teacher Educator, Vol. 52, No. 2, 03.04.2017, p. 99-113.

Research output: Contribution to journalArticle

Freidus, Alexandra ; Noguera, Pedro A. / Making Difference Matter : Teaching and Learning in Desegregated Classrooms. In: Teacher Educator. 2017 ; Vol. 52, No. 2. pp. 99-113.
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