Abstract
ABSTRACTClassroom content focused on diversity often includes dialogue and student use of derogatory language, as well as opportunities for self-reflection, modeling, collaboration, and continuous development. This article is a critical reflection by a White teacher, a White student, and a student with Mexican American heritage on a critical incident involving student use of racially derogatory language in a story. The experiences are framed with Mezirow’s accidental disorienting dilemmas and a decolonizing teaching pedagogy, which create an opportunity for transformative learning.The approach resulted in a strong process and storytelling orientation for the class and a deeper appreciation for the power of language.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Ethnic & Cultural Diversity in Social Work
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
