ABSTRACT
Over the past twelve years, the author has functioned in the capacity of both adjunct faculty and National Faculty at Lesley University, a private university in Cambridge, Massachusetts. As a professor of arts integration, she teaches practicing K–12 educators to incorporate a variety of arts discipline into core curriculum areas. The author examines the deliberate processes she choose to employ when confronted with student inquiries and questions pertaining to race, class, and culture: assessing underlying meanings; humor; reframing questions and statements for clarity; and probing to discover new information/creating opportunities for participation. In order to elucidate various means by which the mentioned processes may materialize, the author offers scripts of two student–teacher exchanges. The first exchange, which she refers as Dialogue #1, took place in a small northwestern state right at the end of a fifteen-minute class break. The second exchange, which she refers as Dialogue #2, reveals issues pertaining to race, culture, and stereotypes.
