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1.
Sandra M. Lawrence 《The Teacher Educator》2013,48(1):41-53
Abstract This paper describes a classroom‐based research study designed to determine how students in an undergraduate multicultural education course experience difficult and emotional content about racism. Samples of students’ reflective writing were used as sources of data, and Janet Helms’ theory of racial identity development served as the framework for analysis. Findings suggest that coursework in multicultural education can influence white students’ racial identities. In addition, the experiences of one white student are highlighted as she grappled with issues of white privilege and multicultural teaching. This study illustrates how reflective writing in combination with teaching practices informed by psychological theory helped to expand students’ understanding of racism while facilitating the development of their racial identities. 相似文献
2.
John Ambrosio 《International journal of qualitative studies in education》2013,26(10):1376-1394
This inquiry poses the question: How can white college students be induced or incited into recognizing themselves as racially marked and privileged people? The author examines white resistance to racial self-understanding by analyzing the relation between white racial identity development theory, appeals to racial discourses and themes, and the psychic need to defend against perceived threats to identity. By situating an analysis of these relations within the current crisis of whiteness, the author illustrates the psychosocial dynamics of white racial identity development. The aim of the study is to develop a conceptual approach that can inform the thought and practice of antiracist educators who seek to develop effective instructional strategies for teaching white students about racial privilege. 相似文献
3.
Melanie M. Acosta Charisse Hudson-Vassel Bridgette Johnson Gernissia Cherfrere Michelle G. Harris Jana Wallace 《Equity & Excellence in Education》2017,50(2):241-253
Critical Studyin' is a Black Studies-inspired, morally engaged pedagogy. With roots in anti-racist teaching, it is focused on race, ideology, and education. This study explores the learning experiences and outcomes of seven, preservice educators after taking a course that was based on Critical Studyin' and offered in a College of Education at one university in the Southeastern region of the United States. Researchers employed constructivist grounded theory techniques to the analysis of semi-structured interviews and course documents. Findings highlight the development of students' critical consciousness and agency as they engaged in critical interrogation of the complex relationships among race, culture, and classroom teaching. This study highlights the potential of Black Studies as a pedagogy teacher educators can enact to orchestrate disruptive learning experiences and environments necessary for anti-racist teaching. It adds further support for culture-centered approaches in educator preparation that scaffolds preservice educators in their development of justice-oriented perspectives and practices in education. 相似文献
4.
This qualitative study explored emotional responses of two white Dutch student teachers during a Critical Race Theory (CRT) based course. Following Plutchik's (2001) classification of 32 emotions, the analysis of their weekly diaries resulted in the identification of 16 emotions. In both diaries similar emotional responses were identified. However, the analysis did not reveal a straightforward path these students emotionally went through. The number and types of emotional responses, both comfortable and uncomfortable, fluctuated weekly and occurred simultaneously in various combinations. Even when similar emotional responses were identified, students connected differently to the course content. This could be explained by different starting points both students had when entering the course. The findings add to past work by identifying a variety and complexity of emotional responses of white student teachers during a CRT based course and can be used to create course conditions to prepare teachers for contributing to anti-racist education. 相似文献
5.
Ann Mogush Mason 《International journal of qualitative studies in education》2016,29(8):1045-1058
AbstractIn three narrative vignettes, this paper challenges scholars and practitioners of teacher education to consider ways that our courses do and do not engage white teacher candidates to take on racially conscious orientations. The work addressed in this paper has implications for our understandings of how preservice teachers can learn about racial identity in ways that benefit individual teachers and support their work in schools and communities. These findings buttress previous work in ‘second wave’ white teacher identity research and can translate directly into teacher education course and program design. Simultaneously, this research speaks to the broader literature in teacher education, offering evidence to support the value of extended periods of time for new teachers to build authentic relationships and conduct critical study of self and society in a climate where teacher preparation programs face pressure to reduce credits to degree and intensify their focus on preparing students for externally mandated assessments. 相似文献
6.
AbstractTeacher education programs in the US, recognizing the mismatch that exists in preschool provision between mostly white teachers and a very diverse intake of young children, have begun to explore ways of raising racial awareness among pre-service teachers, with the aim of improving non-white children’s classroom experiences and outcomes. This paper analyzes 60 critical memoirs written by students about their own awareness of their identity to demonstrate the intersectionality of teacher identity, and in particular the impact of social class, ethnicity, gender, sexuality and religion on the processes whereby white students acquire a successful white teacher identity. In doing so, it highlights the ways white pre-service teachers who hope to work with young children imagine or realize their whiteness as it intersects with other aspects of their identities. 相似文献
7.
Racism Project. Through shared journaling and group discussions, participants explored and interrogated experiences of racism related to doctoral education. A thematic analysis of qualitative data surfaced several themes: experiences with racism as a doctoral student, noticing the presence of White privilege, learning to teach as an anti-racist educator, and anticipating the job market. Through critical reflection, participants identified ways that schools of social work can better support doctoral students and prepare leaders committed to promoting racial justice. 相似文献
8.
Steffano Montano 《Religious education (Chicago, Ill.)》2019,114(3):274-286
AbstractStudents in colleges and universities across the United States are being exposed to overtly white supremacist groups on campus. These groups dub themselves “identitarians” and attempt to influence students to support a white nationalist ideology through claims of reverse racism that threaten the lives of people of color. Theologically, this ideology also presents an obstacle for instruction: the existence of a competing Imago Dei that ties itself to white supremacy, dehumanizing persons of color. This article encourages the use of anti-racist pedagogies in theological education as a corrective to this competing Imago Dei. 相似文献
9.
Racism is a moral issue and of concern for moral educators, with recent social movements such as #BlackLivesMatter highlighting how far we are from obliterating racial oppression and the unearned privilege whiteness confers. To contribute to a more formalised approach to anti-racist moral education, this article systematically reviews 15 years of peer-reviewed scholarship concerned with anti-racist education, to establish the definitions and aims of anti-racist education drawn on, the theoretical frameworks underpinning these, the methods used in education efforts, and their intended impact. It also considers the geo-political aspects of knowledge production in the field, such as author country location and implementation context of empirical studies. It concludes with implications for moral education in classroom and community contexts and advocates for anti-racist moral education that comprise three interconnected components—making visible systemic oppression (visibilising), recognising personal complicity in oppression through unearned privilege (recognising) and developing strategies to transform structural inequalities (strategising). 相似文献
10.
This article explores the territory that has been covered since the publication of Ladson-Billings and Tate's 1995 article, “Toward a Critical Race Theory in Education.” We organize our review of the CRT literature is organized around what we are calling CRT “boundaries.” We identify six boundaries for CRT and education: 1) CRT in education argues that racial inequity in education is the logical outcome of a system of achievement presided on competition; 2) CRT in education examines the role of education policy and educational practices in the construction of racial inequity and the perpetuation of normative whiteness; 3) CRT in education rejects the dominant narrative about the inherent inferiority of people of color and the normative superiority of white people; 4) CRT in education rejects ahistoricism and examines the historical linkages between contemporary educational inequity and historical patterns of racial oppression; 5) CRT in education engages in intersectional analyses that recognize the ways that race is mediated by and interacts with other identity markers (i.e., gender, class, sexuality, linguistic background, and citizenship status); 6) CRT in education agitates and advocates for meaningful outcomes that redress racial inequity. CRT does not merely document disparities. We suggest that these core ideas provide a framework for analyzing the work that has been done in education in the past and a way to determine what might be left to do. 相似文献
11.
Jeff Jawitz 《Teaching in Higher Education》2016,21(8):948-961
The real and imagined racial differences and similarities between groups of students and staff have consequences in everyday experiences in South Africa. One aspect of engaging with the challenges facing higher education transformation post-Apartheid is through understanding how the racialized context interacts with the experience of teaching. This paper reports on what the narratives of four white academics reveal about their experience of teaching at the University of Cape Town (UCT). It analyses indicators of their identity as white academics and how they are both positioned and actively position themselves in relation to students and other academics at UCT. Their narratives reveal how academics simultaneously grapple with the privileges and limitations that accompany identifying as white. These tensions are explored through issues of black student development amid an alienating institutional culture and opposition to the behaviour of their white colleagues. 相似文献
12.
Silence speaks: Whiteness revealed in the absence of voice 总被引：1，自引：0，他引：1
In this hybrid article, the author attempts to weave together the theoretical implications of whiteness theory and a theorizing of silence on teacher education practices, research with her own students that explored these implications, and reflections on her own pedagogical practices and location as a white teacher educator teaching about race and diversity. In teacher education courses intended to explore issues regarding the implications of diversity in schools, silence is often encountered in work with white students who have not examined their identity in the context of a racial discourse. This article explores the nature and intent of these racially inhabited silences that emerged in two teacher education courses comprised predominately of white preservice teachers. 相似文献
13.
In this study, black South African first-generation students’ experiences related to identity development during their first year at a higher education institution were explored. Chickering and Reisser’s [1993. Education and Identity. 2nd ed. San Francisco, CA: Jossey-Bass] seven-vector identity development theory served as overarching framework. The focus group discussions and individual interviews of ten black first-generation students were analysed thematically. Participants experienced their first year as a time of instability, mostly due to inadequate preparation for the psychological, social, and especially academic challenges of higher education. Black first-generation students’ ability to remain connected to their family while forming new social connections on campus enabled them to feel safe in their exploration of new worldviews, relationships, and occupational considerations. Black first-generation students’ unique progression in vector attainment confirms the importance of research on the application of Chickering’s theory in a more diverse higher education environment. 相似文献
14.
James C. Jupp Timothy J. Lensmire 《International journal of qualitative studies in education》2016,29(8):985-988
AbstractIn this article, we introduce our special issue, ‘Second-Wave White Teacher Identity Studies: Toward Complexity and Reflexivity in the Racial Conscientization of White Teachers.’ We characterize white teacher identity studies as a developing field with important implications for education research and teacher education. Early work in this field focused on documenting, how white teachers denied and evaded the significance of race and white privilege in their work and lives. The articles in this special issue exemplify a second wave of white teacher identity studies which builds on and responds critically to this earlier work. Crucial concerns of this second-wave work include attending to the nuances and complexities of white racial identities, as well as examining the pedagogical, curricular, and institutional contexts within which these identities are taken up. 相似文献
15.
Julie L. Pennington Cynthia H. Brock 《International journal of qualitative studies in education》2013,26(3):225-250
Autoethnography was used as a tool for white in‐service elementary teachers to examine their racial identity from a Critical White Studies (CWS) perspective. Two white in‐service teachers participated in two yearlong university courses focused on teaching linguistically and culturally diverse students. Each teacher collected their own data at their school site and used autoethnographic methods to critically analyze their own teaching experiences and personal reflections. Results from the study illustrate the ways in which autoethnographic study can be used as an instrument for white teachers to frame their own critique of their white racial identity, as it relates to their classroom instruction. 相似文献
16.
Christopher MacDonald-Dennis 《Equity & Excellence in Education》2013,46(3):267-278
While a great deal of research has been done on identity development around awareness of racism and heterosexism, little has been conducted on understanding how Jews come to make sense of the impact of anti-Semitism (anti-Jewish oppression) on their lives. This article, based on my qualitative dissertation (MacDonald-Dennis, 2005) that explores the unique racial, ethnic, and ethnoreligious positionality of Jewish undergraduates, examines the developmental processes that Jewish undergraduates go through as they begin to understand and, hopefully, overcome anti-Semitism. I discuss the Jewish ethno-religious target development model that arose from the results of the study. Implications for social justice education are offered. 相似文献
17.
18.
Josipa Roksa Teniell L. Trolian Ernest T. Pascarella Cindy A. Kilgo Charles Blaich Kathleen S. Wise 《Research in higher education》2017,58(2):119-140
While racial inequalities in college entry and completion are well documented, much less is known about racial disparities in the development of general collegiate skills, such as critical thinking. Using data from the Wabash National Study of Liberal Arts Education, we find substantial inequality in the development of critical thinking skills over four years of college between African American and White students. The results indicate that these inequities are not related to students’ academic experiences in college but are substantially related to their experiences with diversity. These findings have important implications for understanding racial inequality in higher education and considering strategies for addressing observed disparities. 相似文献
19.
This review offers a critical analysis of John Ogbu’s Black American Students in an Affluent Suburb: A study of academic disengagement. In his study, Ogbu explains the Black-White achievement gap as one born from the cultural attitudes held by Black middle-class
students toward academics. Despite Ogbu's intent to further the scholarly discussion on this issue, the study falls short
and is itself replete with limitations. Ogbu’s utilization of a deficit-oriented modality and an unsound methodology, coupled
with his failure to critically analyze the interplay of identity formation, culture, and history, together severely restrict
the study’s scope and utility.
* This paper is a revised version of article (Doi:) which appeared online July 7, 2006.
Ogbu, J. Black American Students in an Affluent Suburb: A study of academic disengagement (Lawrence Erlbaum Associates: New Jersey, 2003).
Eddie Comeaux is a Lecturer/Postdoctoral Study in Graduate School of Education and Information Studies at University of California,
Los Angeles, USA. Eddie Comeaux examines comparative race/ethnic, marginality, gender, and class relations with an emphasis
on access and learning opportunities for underrepresented minorities and student athletes in education. Uma M. Jayakumar is
a Doctoral Candidate in Graduate School of Education and Information Studies at University of California, Los Angeles, USA.
Her research interests include: issues of access and retention for graduate students and faculty of color, educational outcomes
of racial diversity, organizational culture and campus racial climate, transformative resistance, service-learning, and higher
education for the public good. 相似文献
20.
Lynn Liao Hodge 《The Urban Review》2006,38(5):373-385
In this paper, I reflect on equity research in order to describe a perspective on the mathematics classroom as a non-neutral place where issues of power and identity play out in teaching and learning processes. This view of the mathematics classroom takes seriously issues of equity in the form of power and what becomes constituted as legitimate mathematics while attending to the out-of-school practices in which students engage. This orientation and its related issues are significant in that they provide an alternative perspective on investigating equity in mathematics classrooms that is in contrast to efforts that focus specifically on comparing standardized test scores of specific groups based solely upon racial classifications.Lynn Liao Hodge is an assistant professor in mathematics education. Her research interests include issues of equity and identity in mathematics education and how classroom practices create opportunities for students to develop both an appreciation and a deep understanding of mathematics. Additionally, she is interested in investigating experiences that support the increased participation of women and minorities in mathematics, science, and engineering related professions. Address correspondence to Lynn Liao Hodge, Department of Theory and Practice in Teacher Education, The University of Tennessee, Knoxville, TN 37996-3442, USA; e-mail: lhodge4@utk.edu 相似文献