Teachers and students generally play subordinate roles in educational settings; traditional and institutional authority is rarely questioned. In this context, native and Black students are further disenfranchised by racial prejudice. To resist this domination and to exercise power in the schools, students and teachers need to develop critical consciousness, voice, and a language of possibility- all of which provide the underpinnings for developing knowledge and changing society.
Barakett, J., & Sacca, E. (2002). Narratives empowering teachers and students: Educational and cultural practice. In Y. Gaudelius, & P. Speirs (Eds.,Contemporary Issues in Art Education (pp. 39-47). Upper Saddle River, NJ: Prentice Hall.
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