Teacher Reflection and Race in Cultural Contexts: History, Meanings, and Methods in Teaching

Abstract

Because reflection around race in cultural contexts and diversity are seldom taught or practiced among teachers, and because an increasingly large number of students of color are not succeeding in P-12 classrooms, this article attempts to advance a concept of race reflection in cultural contexts. Several issues are considered, including (a) the necessity of race reflection in cultural contexts for both White teachers and teachers of color; (b) racial and cultural mismatches between teachers and students, which could stifle learning; and (c) the need for pedagogical tools to enhance discussions and activities around difficult topics such as race. A chart is presented as one tool for race reflective dialogue and activity in teacher education and beyond. Additionally, two methods of race reflection in cultural contexts are provided for personal and group introspection: race reflective journaling and critically engaged racial dialogue.