This qualitative research study explored elementary teachers’ understandings and practices of classroom management, particularly in regard to their own and students’ power, race, gender, and social class. In the first theme, the community building framework “makes it nice for everybody”, I work to understand how these white, middleclass teachers embrace this approach due to their race, gender, and class, which engender their desire for pleasantry. The second theme, “hard kids are hard kids”: a common sense ideology of difference, emerged from these teachers’ understandings of how race, gender, social class, and power influence student behavior and their classroom management practices.



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This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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