Chapter 10 “I Heard a Teacher Say…”

Navigating, Interrupting, and Responding to Microaggressions in PreK-12 Classrooms

In: Advancing Critical Pedagogy and Praxis across Educational Settings
Authors:
Ashley Taylor Jaffee
Search for other papers by Ashley Taylor Jaffee in
Current site
Google Scholar
PubMed
Close
,
Kara M. Kavanagh
Search for other papers by Kara M. Kavanagh in
Current site
Google Scholar
PubMed
Close
,
Emma S. Thacker
Search for other papers by Emma S. Thacker in
Current site
Google Scholar
PubMed
Close
,
Mira Cole Williams
Search for other papers by Mira Cole Williams in
Current site
Google Scholar
PubMed
Close
, and
Joi D. Merritt
Search for other papers by Joi D. Merritt in
Current site
Google Scholar
PubMed
Close

Purchase instant access (PDF download and unlimited online access):

$40.00

Abstract

Due to a long history of systemic injustices in public schools as well as the current national rhetoric and vitriol towards historically marginalized communities, students and educators are experiencing an uptick in bullying and microaggressions rooted in racism, linguicism, sexism, and ableism. The conceptual framework in this chapter draws on micro- and macroaggression theory, equity literacy, resistance, and microinterventions to explore equity, diversity, and social justice issues pre-service teachers (PST s) faced in their field experiences and how they might respond to these issues. The findings are presented using critical case analysis and explores possibilities for collaboration.

  • Collapse
  • Expand

Metrics

All Time Past Year Past 30 Days
Abstract Views 215 215 36
Full Text Views 6 6 0
PDF Views & Downloads 8 8 0