Keywords
Critical Race Theory, Anti-Racism, Teacher Education, Storytelling
Document Type
Article in Response to Controversy
Theme
Facilitating Discussions of Controversial Issues in Difficult Times
Abstract
This article argues for biographic-storytelling classrooms—spaces where counter-narratives thrive, lived experience is valued, contexts are considered, and oppression is resisted. It considers how PK-12 teachers and professors can facilitate anti-racism learning environments in settings that deny structural racism. Current cultural and political pushback in the United States to the supposed use of critical race theory in education is making it harder for teachers to teach with an equity lens. Biographic storytelling offers a sense of critical hope and metaphoric nourishment for both students and teachers to thrive with their full humanity despite the toxicity of these culturally and politically divisive times.
Recommended Citation
Perhamus, Lisa M.
(2024)
"Biographic-Storytelling Classrooms as a Workaround to Critical Race Theory Pushback,"
Journal of Educational Controversy: Vol. 16:
No.
1, Article 3.
Available at:
https://cedar.wwu.edu/jec/vol16/iss1/3
Rights
Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.
Language
English
Format
application/pdf
Type
Text