000			01554nab a2200289 4500
999			_c11038 _d11038
003			OSt
005			20201216111614.0
007			cr aa aaaaa
008			201216b ||||| |||| 00| 0 eng d
100			_aDesai, Shiv R. _930476
245			_aHumanizing Trayvon Martin: Racial Profiling, Implicit Biases, and Teacher Education
260			_bSage, _c2019.
300			_aVol 54, Issue 8, 2019(1031-1057 p. )
520			_aThe purpose of this article is to describe a pedagogical inquiry the author conducted to engage preservice teachers in social justice praxis and teacher activism to address the impact of racial profiling on classroom interactions by utilizing the Trayvon Martin case. The Martin case provided the opportunity to have rich, meaningful discussions regarding race, equality, and justice with preservice teachers so that they would be better equipped to tackle such issues in the classroom. Most important, this inquiry reinforces the notion that children of color will never be treated equally until we change how they are perceived.
650			_aactivism, _934462
650			_a Black males, _933413
650			_aculturally relevant pedagogy, _933849
650			_a discipline policies, _934463
650			_a preservice teachers, _934464
650			_a race, _934465
650			_a teacher beliefs, _934466
650			_ateacher education, _934467
650			_aWhite teachers _930627
773	0		_010959 _915474 _dSage, 2019. _tUrban education
856			_uhttps://doi.org/10.1177/0042085916646609
942			_2ddc _cART