Abstract
This qualitative action research study examined one high school teacher's experience in a book study focused on racial diversity with an overall aim toward achieving more equitable teaching practices. The findings demonstrated that the participant became more comfortable with discussing race/racism with his students and was able to disrupt his previous use of colorblindness. One way to prepare veteran teachers to reach diverse populations of students and to implement culturally responsive teaching practices is to give them opportunities to engage in ongoing critical self-examination of their diversity beliefs and deficit perspectives through text studies and critical conversations with colleagues.
Recommended Citation
Davis, Brennan
(2017)
"Reaching diverse students: One veteran teacher's journey toward culturally responsive teaching,"
Teacher Education Journal of South Carolina: Vol. 11:
No.
1, Article 9.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol11/iss1/9