Making Room for Race in Your Classroom Discourse: A Journey of Identity and Homecoming

Kari Dahle-Huff (Montana State University, Billings, USA)
Copyright: © 2020 |Pages: 182
EISBN13: 9781799858683|DOI: 10.4018/978-1-7998-2971-3.ch014
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This chapter explores how the author made room for discussions about race in their high school English Language Arts classroom and how the author's teaching became emotionally responsive as the author embarked upon an identity journey. The classroom discussions were the result of the author's students' lived experiences being reflected in the course readings and then a space being provided to unpack their meanings. The author's journey began with their early years in education and experiencing integration of Native Americans and White students in school. The author's identity journey embodied walking in two worlds but not being accepted in either; the author is both White and Native American. The author looks White but is an enrolled Northern Cheyenne woman. The author began her teaching career on the Northern Cheyenne Reservation as a long-term math substitute teacher at a high school. It was at this school that the author had many experiences unpacking race and learning how to implement emotionally responsive pedagogy.
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