Abstract
In this response, Minnick asserts that unequal representation of students' voices, an idea presented in Sensoy and DiAngelo’s “Challenging the Common Guidelines in Social Justice Education,” presents multiple negative classroom implications. Foremost, Minnick argues that Sensoy and DiAngelo’s lack of clarity regarding when a teacher should limit student speech (either before the student begins to talk or midcomment) has a large effect on the success of their strategy. Second, Sensoy and DiAngelo’s discussion strategy may result in the targeting of minority students and the judging of students. These concerns are driven by considerations of how teachers’ relationships with students influence their ability to effectively limit and enable student speech.
Response to Article
Özlem Sensoy and Robin DiAngelo, Respect Differences? Challenging the Common Guidelines in Social Justice Education
Recommended Citation
Minnick, M. C.
(2015).
Limiting Student Speech: A Narrow Path Toward Success. A Response to "Challenging the Common Guidelines in Social Justice Education".
Democracy and Education,
23
(1), Article 10.
Available at:
https://democracyeducationjournal.org/home/vol23/iss1/10
Included in
Adult and Continuing Education and Teaching Commons, Educational Methods Commons, Elementary Education and Teaching Commons, Higher Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Secondary Education and Teaching Commons