“My Eyes have been Opened”

By Lauri Johnson. 2002

177 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/271c0cb121ed6a0ab5cbada53fe1c6634d64e0b7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Chezare A. Warren
2. R. Milner
3. F. B. Tenore
4. H. Richard Milner
5. H. R. Milner
6. M. Poulou
7. A. W. Hoy
8. N. Santoro

In Sociology and Political Science

1. Chezare A. Warren
2. R. Milner
3. F. B. Tenore
4. H. Richard Milner
5. H. R. Milner
6. N. Santoro

Citations in the corpus

• Beyond a Test Score (2012, background): “Research is clear that when educators adopt color-blind beliefs, ideologies, worldviews, and consequently, practices (Chapman, 2007; Howard, 2010; Johnson, 2002; Lewis, 2001; Milner, 2010), they can run the risk of con sciously and subconsciously avoiding, missing, and overlooking an impor tant…”
• Teacher Reflection and Race in Cultural Contexts: History, Meanings, and Methods in Teaching (2003, unknown): “My point here is that many (but not all) White teachers have adopted color-blind ideologies in a variety of teaching contexts (e.g., urban, suburban, and rural), and this thinking could be disadvantageous for learning among students of color (see Johnson, 2002; Lewis, 2001).”
• Preservice Teachers’ Learning about Cultural and Racial Diversity (2006, background): “This lack of knowledge and understanding inevitably leads to “ignored discriminatory institutional practices toward students of color such as high suspension rates for African American males” (Johnson, 2002, p. 154).”
• Classroom Management in Diverse Classrooms (2010, background): “Teachers who adopt color-blind ideologies may fail to recognize “ignored discriminatory institutional practices toward students of color such as higher suspension rates for African American males” (Johnson, 2002, p. 154). Obidah and Teel (2001) described cultural and racial (behavioral) conflicts be”
• Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy (2018, background): “Field experiences buttress classroom learning to support disposition development for work with culturally diverse youth in substantive ways (Bercaw, Summers, Colby, & Payne, 2012; Johnson, 2002; McAllister & Irvine, 2002).”