ABSTRACT

This paper uses critical discourse analysis to examine the alignment between the stated goals and the discursive implications in a scripted curriculum published by Teaching Tolerance, a progressive education organization in the US. Social justice education and critical race theories ground the analysis of ‘Teaching The New Jim Crow: A Teacher’s Guide;’ this set of 10 lessons and related resources claims to structure learning for open racial dialogues, democratic participation, and both standards-alignment and social justice education, yet my analysis of the lesson plans’ language and structure reveals procedural instructional practices that uncritically transmit progressive messages while constructing an implied White audience. Implications focus on pathways for teachers and teacher educators to pursue social justice and critical pedagogy while rejecting superficiality and indoctrination.

摘要

本文使用批判性话语分析来研究美国进步教育组织Teaching Tolerance出版的脚本课程中既定目标与话语含义之间的一致性。社会正义教育和批判种族理论奠定了“教新吉姆·乌鸦”的分析基础：教师指南；' 这套10节课程和相关资源声称可以进行结构性学习，以进行公开的种族对话，民主参与以及标准调整和社会正义教育，但是我对课程计划的语言和结构的分析表明，程序性教学实践可以不加批判地传递进步的信息同时建立隐含的白人听众。暗示着重于教师和教师教育者追求社会正义和批判教学法而拒绝肤浅和灌输的途径。