The ways teachers both perceive and design supports for her/his/their students are likely influenced by a variety of factors. In this qualitative study, I analyze the ways context and praxis, defined as a teacher’s morally informed beliefs about teaching, influenced supports developed for marginalized students in a rural school setting. Over two years of interviews and one year of observations, patterns emerged related to connections between the teacher's beliefs regarding colorblindness, individuality, and the development of instructional and emotional supports for students. I end by discussing recommendations for researchers to understand connections between teachers’ praxes and practice related to developing equitable supports across classroom contexts.
"Removing Race: How Context and Colorblindness Influence Conceptualizations of Equity in a Third Grade Rural Classroom,"
Race and Pedagogy Journal: Teaching and Learning for Justice: Vol. 4
, Article 2.
Available at: https://soundideas.pugetsound.edu/rpj/vol4/iss1/2