Contents
Acknowledgments
ONE Introduction: A Kaleidoscope of Conflict
TWO An ESL Writer and Her Discipline-based Professor: Making Progress Even When Goals Don’t Match
Part One A Discipline-based Professor’s Overall Classroom Goal: Exploring Cultural Knowledge
Part Two Student-Teacher Relations: a Mismatch of Goals and Expectations
Conclusion
Coda The Researchers Continue to Converse
THREE Conflicting Discourses: Teacher and Student Making Progress in a Racialized Space
Part One An Early-Semester Homework Paper: White Teacher, Black Student, and Their Conflicting Discourses
Part Two Instructional Supports That Helped: Class Discussions, Ungraded Writing, and Audiotaped Teacher Responses to Essay Drafts
Conclusion
Coda The Researchers Continue to Converse
FOUR Common Goals, Deweyan Community, and the Resolution of Freire’s Teacher–Student Contradiction
Part One Linking Dewey’s Community and Freire’s Liberatory Classroom
Part Two Dewey’s Communal Ideals as Applied to Teacher–Student Relations
Residue
Coda The Researchers Continue to Converse
FIVE Conclusion: Sorting Conflict, Weaving Hope
Notes
Appendix A Research Methods
Appendix B Writing Assignments in Introduction to Philosophy
Appendix C Class Reflection Log (CRL) Questions
Appendix D Writing Assignments in Philosophy of Education
Appendix E Triple-Entry Notetaking Assignment
References
Index
About the Authors