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Diverse Classrooms, Diverse Curriculum, Diverse Complications: Three Teacher Perspectives
Racial, ethnic, linguistic, and religious diversity continues to increase in classrooms. Many call for a more diverse curriculum, but curricular diversity brings its own challenges to both teachers and students. These three vignettes are drawn from my ethnographic data at Atlantic High School1 in Br...
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Published in: | Anthropology & education quarterly 2015-12, Vol.46 (4), p.431-439 |
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container_end_page | 439 |
container_issue | 4 |
container_start_page | 431 |
container_title | Anthropology & education quarterly |
container_volume | 46 |
creator | Ungemah, Lori D. |
description | Racial, ethnic, linguistic, and religious diversity continues to increase in classrooms. Many call for a more diverse curriculum, but curricular diversity brings its own challenges to both teachers and students. These three vignettes are drawn from my ethnographic data at Atlantic High School1 in Brooklyn, New York, where I worked for ten years as an English teacher and collected data for two years as a doctoral student. |
doi_str_mv | 10.1111/aeq.12143 |
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source | International Bibliography of the Social Sciences (IBSS); Wiley:Jisc Collections:Wiley Read and Publish Open Access 2024-2025 (reading list); JSTOR Archival Journals and Primary Sources Collection; ERIC |
subjects | classroom ethnography Classroom management Creative Section Cultural Differences Curricula curriculum English language English teachers Ethnography High School Students High Schools Multicultural education New York race Secondary School Curriculum Secondary School Teachers Secondary schools Teacher attitudes Teachers teaching urban education |
title | Diverse Classrooms, Diverse Curriculum, Diverse Complications: Three Teacher Perspectives |
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