| This study examines the process of moving beyond mere tolerance of racial differences toward defining an effective model of interracial harmony. It specifically explores how eight subject teachers who are in significant interracial relationships perceive pupils of other races, generate classroom climate, and employ pedagogical modalities. The study addresses four major research questions: (1) Do teachers in personal, meaningful interracial relationships report having modified their perceptions about their racially different students? (2) In light of their new insights, do these teachers develop innovative or modified strategies and structure for the classroom? (3) Do teachers in personal, meaningful interracial relationships report having modified their curriculum and selection of classroom materials? (4) Do teachers in personal and meaningful interracial relationships offer new perspectives for pre-service teacher diversity training programs?; Data were collected from in-depth interviews with subject teachers, classroom observations of these teachers, and examination of pertinent archival documents.; The analysis of the data reveals the study's subjects believe: (1) A fundamental step in creating racial harmony is to value racial differences while focusing on human similarities that will close racial gaps. (2) It is how we respond or encourage others to respond to prejudice, discrimination, and racism that will make the difference between positive and negative interracial understanding. (3) Acceptance of the principle of authentic appreciation is crucial to the formation of meaningful interracial bridge building. (4) To enhance interracial understanding it is necessary to spend time in the cultural and environmental surroundings of another race person. (5) It is important to understand the paradox presented by the recognition of skin color. (6) Educators should oppose racist practices in curriculum development and teacher training programs. (7) The elimination of racial profiling in schools should be a goal of every educator.; The study generated implications for theory, practice, and future research. Theoretical implications focus on an expansion of three theories; contact, racial identity, and Whiteness studies. Implications for practice address staff development and teacher training strategies that will ensure more effective and productive interracial communication. The researcher believes further research should include a larger sample, other racial paradigms, and the perspective of students. |
