“When you know better you do better”: A Biographical Case Study Exploring the Experiences of a Former White Student in a Predominately White School District
Meeting Link
Start Date
17-3-2022 4:00 PM
End Date
17-3-2022 4:50 PM
Presentation Type
Presentation
Primary Theme
Pedagogy, Andragogy, and Designs
Secondary Theme
Shared Perspectives
Description
The eurocentric curriculum has been limiting students’ funds of knowledge for years; widespread knowledge taught in schools causes hidden and null curricula to remain pervasive. This study explored the educational experiences of a former White student by conducting an interview, teacher observation, and document analysis to gain her perspectives on being educated in a predominantly White school district. These findings reflect racial colorblindness, culture shock, and co-conspiratorship. This study highlights the need for a multicultural curriculum in non-urban school settings and teacher development for culturally responsive teaching to deconstruct Eurocentric curriculum and infiltrate culturally responsive pedagogies in primarily White school districts so that students can become more aware of their environment, develop an open mind to other cultures, and challenge various acts of injustice.
Recommended Citation
Coombs, Shanique D., "“When you know better you do better”: A Biographical Case Study Exploring the Experiences of a Former White Student in a Predominately White School District" (2022). Open Educational Resources Conference. 13.
https://digitalcommons.kean.edu/oer_conference/2022/Schedule_March17/13
“When you know better you do better”: A Biographical Case Study Exploring the Experiences of a Former White Student in a Predominately White School District
https://kean-edu.zoom.us/j/95031100035
The eurocentric curriculum has been limiting students’ funds of knowledge for years; widespread knowledge taught in schools causes hidden and null curricula to remain pervasive. This study explored the educational experiences of a former White student by conducting an interview, teacher observation, and document analysis to gain her perspectives on being educated in a predominantly White school district. These findings reflect racial colorblindness, culture shock, and co-conspiratorship. This study highlights the need for a multicultural curriculum in non-urban school settings and teacher development for culturally responsive teaching to deconstruct Eurocentric curriculum and infiltrate culturally responsive pedagogies in primarily White school districts so that students can become more aware of their environment, develop an open mind to other cultures, and challenge various acts of injustice.