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It argues that teacher success depends not only on content knowledge and pedagogy, but also on understanding how race and racist acts influence society and education. The text recommends building teacher awareness through ongoing dialogue about race, curriculum planning, and reflective classroom approaches beyond scripted instruction.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/race-to-improve-teacher-education-building-awareness-for-instructional-practice/590838/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/race-to-improve-teacher-education-building-awareness-for-instructional-practice/590838.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"How does the article describe the relationship between race and teachers’ instructional practices?","Question",{"text":111,"@type":112},"It explains that racial tensions in classrooms often stem from a racial divide between teachers and students and that teachers may not fully recognize how race influences classroom dynamics and learning.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Why does the article say white teachers can succeed with students of varying racial backgrounds?",{"text":116,"@type":112},"It states that research shows their success comes from building knowledge not only of content and instruction, but also of how race and racist acts still affect society and education.",{"name":118,"@type":109,"acceptedAnswer":119},"What actions does the article encourage teachers and students to take regarding race?",{"text":120,"@type":112},"It encourages teachers to build knowledge about race, talk more often about race, and plan and enact race-focused curriculum and instructional practices; it also suggests student writing like autobiographies and conversations with family members to deepen racial and cultural understanding.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},590838,1792070540,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Race to Improve Teacher Education  \nBuilding Awareness for Instructional Practice  \nBy H. Richard Milner IV  \nThroughout my career studying the relationship between  \nrace and teachers’ instructional practices,1 I’ve learned  \nthat many teachers may not fully realize the importance of  \nthis relationship or how it plays out in the classroom. For instance, one science teacher I worked with told me that when he first began his teaching career, he wanted to focus solely on teaching his content: “I just want them to get excited about science,” he explained. However, he was a white teacher working in an urban school with students of color living below the poverty line. Often, students called him “racist,” questioned his authority, expressed that he did not “know”them, and demanded that he change.  \nAlthough I highlight here the interactions between only one teacher and his students, I have observed such racial tensions in other classrooms as well,2 and they tend to stem from a racial divide between teachers and students. The evidence is clear that white teachers can be and are successful teachers of students from varying racial backgrounds.3 However, the research shows that they are successful because they build not only their knowledge of content and instructional skills but also their knowledge of how race and racist acts still influence society and education.  \nH. Richard MilnerIVis a Cornelius Vanderbilt Endowed Chair of Education in the Department of Teaching and Learning at Peabody College of Vanderbilt University. The author of numerous articles and seven books, his research focuses on urban education, teacher education, and African American literature.  \nAs challenges related to race* intensify in schools, I stress the necessity for teachers (prospective and practicing) to (1) build knowledge about race,(2) talk more often about race, and, consequently,(3) plan and enact curriculum and instructional practices focused on race with students of all races and backgroundsin schools.  \nBecause of the range of teachers’ grade levels and subject matter expertise, I cannot recommend exact instructional practices for each and every age. Nor would I suggest giving teachers a list of such examples, since building the knowledge committed to combating racism goes beyond some predetermined instructional script. But I can offer a few ideas. For instance, in developmentally appropriate ways, teachers can share video clips from the hit TV series What Would You Do? ([available at www.youtube](available at www.youtube). com/watch?v=qWIph_xlTbY), which provides real-life racial experiences that people respond to. Such exposure allows studentsand teachers to think through the complexities of situations and to strategize about what they themselves might do. Moreover, there are many historical examples, such as slavery and Jim Crow, that students can learn about to better understand racism in society and education. As a practice, I would strongly encourage all students to engage in writing autobiographies that allow them to deepen their knowledge about their racial and cultural history. Learning about when they first came to understand differences  \n*As I have written previously, race is constructed physically, contextually, socially, legally, and historically. The meanings, messages, results, and consequences of race are developed and constructed by human beings in society, not by some predetermined set of scientific laws or genetics. Genetically and biologically, individuals are more the same than they are different.  \nILLUSTRAT IONS BY THE I SPOT/JAMES STEINBERG  \nAMERICAN EDUCATOR | FALL 2019 13  \nrelated to race can help them build knowledge about themselves, their families, and others. Educators can encourage students to talk with their parents, grandparents, and other family members to help them build these insights.4  \nI have found that many educators tend to be “race-blind” in their classroom practices, which can make it difficult for the","cbCaio5kSGJzqKLP","https://ap.wps.com/l/cbCaio5kSGJzqKLP","pdf",193668,"English","# Race and instructional practices\n## Building awareness for instructional practice\n## Why race matters in schools\n## Classroom strategies and examples\n## Race-blind practices and their impact","[{\"question\":\"How does the article describe the relationship between race and teachers’ instructional practices?\",\"answer\":\"It explains that racial tensions in classrooms often stem from a racial divide between teachers and students and that teachers may not fully recognize how race influences classroom dynamics and learning.\"},{\"question\":\"Why does the article say white teachers can succeed with students of varying racial backgrounds?\",\"answer\":\"It states that research shows their success comes from building knowledge not only of content and instruction, but also of how race and racist acts still affect society and education.\"},{\"question\":\"What actions does the article encourage teachers and students to take regarding race?\",\"answer\":\"It encourages teachers to build knowledge about race, talk more often about race, and plan and enact race-focused curriculum and instructional practices; it also suggests student writing like autobiographies and conversations with family members to deepen racial and cultural understanding.\"}]","Race to Improve Teacher Education - Building Awareness for Instructional Practice | PDF",15]