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1.
ABSTRACT

The one-drop rule refers to the process of being racialized Black when someone contains any amount of Black ancestry, i.e. one drop of Black blood. In this article, I use what I call ‘the new one-drop rule’ to explain how even the smallest presence of white discourse can disrupt racial equity work in schools. Based on a critical race study in a racially desegregated elementary school, I illustrate how one drop of white discourse from even one less racially literate white teacher can cause usually more racially literate white teachers to support white supremacy. I also share how collaborative research utilizing critical race theory (CRT) can help schools build greater racial literacy and resist white discourse. I argue that critical research on race with in-service teachers should not forefront the consciousness-raising of resistant white teachers but rather center the wants, needs, and racial knowledge of racially literate teachers and especially teachers of color.  相似文献   

2.
In US cities, a domino effect of concentrating poverty and suburbanizing wealth shapes discourses of local higher education access for residents of color. How the racialization of space mirrors colonial binaries of Good/Evil, Black/White and Civilized/Uncivilized is part and parcel to understanding city and county geographies surrounding college campuses. Although the college access and choice literature addresses racial and ethnic issues related to the likelihood of students of color attending college, the literature excludes how external campus racial climates are part of postcolonial geographies that contribute to racial and ethnic diversity on local college campuses. Situated in the City of Rochester, New York, I employ Geographic Information Systems (GIS) to collect and analyze data from the US Census and Integrated Post-Secondary Education Data Systems (IPEDS). This article finds that there are postcolonial relationships in the racial composition of urban and suburban areas, local colleges, urban economic underdevelopment, and transportation.  相似文献   

3.
The negative consequences of school desegregation on Black families, educators, and communities in the US are well documented in education research today. The purpose of this article is to examine the experiential knowledge and wisdom of practice of former Black school superintendents who attended all Black segregated schools and led desegregated school districts. Using critical race theory as a methodological and analytical framework, I seek to advance our understanding of how the positive aspects of valued segregated schools can improve Black education today. Findings include Black superintendent reflections of and calls to action concerning separate and unequal schooling contexts according to the following constituencies: the Black community, the Black parent, the Black teacher, and the Black student. Building on the participant directives for political engagement and community-based activism, I conclude with a discussion about transforming Black education through a political race project aimed to resist educational inequities, advance racial justice, and promote social change in education.  相似文献   

4.
Abstract

In 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   

5.
This article presents the main terms of the racial contract, as they appear in the subcontracts of Mills’ theory, such as the spatial, epistemological, cognitive subcontracts. It is important to keep in mind that these subcontracts are by no means separate and represent analytical moments of the main contract. Furthermore, other than its institutional form, education is not a separate sphere from the racial contract. Finally, I end with the racial contract’s gaps to determine the possibility of its own demise, which requires the active signing off from the terms of the contract. That is, I sketch ideas about ways to counteract (i.e., counter-write) the racial contract as part of a corrective to the history that interpellates people of color as its targets. Both Whites and people of color have a stake in the rewriting of the contract, where in the end they are imagined as neither Black nor White but free. In this last portion, I spend some text on what Whites’ role may look like in signing off the contract, such as the case of white ‘race traitors’ within the white abolitionist proposal, recast as the ‘epistemological traitor’ in education.  相似文献   

6.
In order to determine to what extent a one-semester course in multicultural education could help white teacher education students develop a white anti-racist identity, interview data and course writings from five participants enrolled in Education 205 were collected and then analyzed qualatively according to attitudes and behaviours described in Helms (1990) [Black and white racial identity: Theory, research and practices. Westport, CT: Greenwood Press] model of white racial identity development. Results indicate that Education 205 seemed to served as a catalyst for development of students' racial identities, but more than one course is needed to guide and support white students as they progress towards further development of a positive white anti-racist identity.  相似文献   

7.
ABSTRACT

Our increasingly diverse society has resulted in concomitant pressure on teacher education programs to prepare graduates to work with PK-12 students who may differ from them on important sociocultural dimensions such as race and ethnicity. The purpose of this article is to advance the use of a conceptual model, the solution-focused consultee-centered model of consultation. This model has been used by a school psychologist with teacher education faculty to dismantle white privilege in primarily white students who will teach students of color in urban, low-income settings. This article describes the consultation model, addresses the factors that impinge upon the functioning of consultants and consultees from entry to termination, explicates facilitating factors and barriers to success, and concludes with a case scenario that highlights applications of the model in one teacher education program.  相似文献   

8.
Abstract

Black male teachers are consistently positioned in teacher recruitment and teacher education discourse as the potential solution to a myriad of social and educational problems. However, the expectations of Black male performance are at times predicated on limiting and oppressive assumptions. In this qualitative study, the authors use the Black feminist tenet, heteropatriarchy, to examine the life histories of two Black male teacher candidates and one Black male teacher in order to convey the problematic relationship among racial and gendered stereotypes, professional identities, and classroom experiences. Our findings suggest that the expectations Black male educators perceive others to hold of them do not leave space for diverse expressions of racial, gendered, and sexual identities. We conclude by offering recommendations toward identifying and challenging themes of heteropatriarchy within the social, cultural, and professional expectations communicated to Black male teacher candidates and teachers.  相似文献   

9.
ABSTRACT

Public schools have increasing numbers of its teachers fitting into one demographic, white and female, while the numbers of Black/African American teachers decrease. This trend has not changed since the publication of Black on Black Education: Personally Engaged Pedagogy for/by African American Pre-Service Teachers. Furthermore, African American collegiate students who decide to enter teaching may face a chilly climate because of their cultural and educational experiences as they encounter devaluation in the classroom. This work provides a critical race reflective examination into the teaching and learning experiences and dilemmasI using personally engaged pedagogy as a means of enhancing the quality of the learning experiences for African American pre-service teachers. Critical race theory (CRT) and Critical Race Feminism (CRF) will be used as the theoretical framework for understanding the role of race and gender in teacher education. Critical autoethnography is the methodological approach used to examine the subject phenomenon. Field notes, research journaling, and student memoirs provide data for this critical autoethnography. This work highlights the significance of CRT/CRF’s unique voice of color and CRF’s multidimensionality to engaged pedagogy, creating a personally engaged pedagogy.  相似文献   

10.
Abstract

In 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   

11.
ABSTRACT

National population trends demonstrate a shift in the U.S. ethnic population, similar to changes in the ethnic landscape of U.S. public schools. However, the teaching landscape has not adjusted to align with student demographics. Research highlights the academic and social/emotional benefit for students of color who experience having a teacher of color during their education. Therefore, it is valuable to consider frameworks for increasing the number of teachers of color in the educational landscape. Although there are initiatives for supporting these efforts in urban communities, rural communities often are not seen as having much need in this area. The authors of this article present literature and findings on the impact and needs for diversifying teacher education, and then outline a self-study of the Oregon Teacher Pathway (OTP) as a framework that takes into consideration promising practices for recruiting and supporting preservice teachers of color in rural eastern Oregon and other rural and urban communities.  相似文献   

12.
Through ethnographic research, this paper explores narratives of failure constructed within a private Australian accounting college in China. The accounts provided by teachers and students are problematized in order to address how racialization is enacted through accounts of failure within the research site. Through an interpretive theoretical framework and the methodology of Michael Burawoy, racialization is exposed as a form of justification for the concerns teachers and students faced. Within accounts of failure, racial framing of the body and the acculturated minds of students were simultaneously ascribed negative attributes deemed in contradiction with this form of transnational education. In unpacking how these processes of racialization are tied to the very structure of transnational education itself, this paper addresses how standardized and globalized curricula produce unintended local effects.  相似文献   

13.
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   

14.
Teacher educators are constantly trying to improve the field to meet the needs of a growing urban populace. Inclusion of socially just philosophies in the curriculum is indeed essential, yet it can mask the recycling of normalized, oppressive Whiteness. This reflective and theoretical paper employs critical race theory and critical Whiteness studies to deconstruct Whiteness, abuse, and love in teacher education. Using an interdisciplinary and emotion-based approach to understanding Whiteness, this paper examines how denying race during white childhood via a color-blind ideology leaves lasting emotional scars, impressions that perpetuate the institutional silencing of race in teacher education. This “abuse” is projected onto urban students of color and, more broadly, people of color. This paper asserts that until teacher education programs make confronting and exploring Whiteness a priority, they cannot truly love their urban students of color as complete beings and so deny humanity full and just consideration.  相似文献   

15.
ABSTRACT

Recognising the importance of learning from experience, this mixed methods study critically problematises how teacher educators position student teaching as pivotal in teacher education programmes’ inability to focus on racial equity. Through learnings from a survey of US university-based teacher educators who constructed student teaching placements in schools serving students of colour as problems, this article unveils how the concept of quality cloaks the re-production of racism in and through teacher education. Seeking to address how teacher education is implicated in the re-production of racial inequities, a teacher educator partnered with teachers in the most segregated system of state schools in the US to transform student teaching. In describing a situated representation of an innovation at once practice-focused and theoretical, this article illustrates the power and potential for praxically-just critical transformations in teacher education. Findings shed light on the power of Freirean culture circles for transforming teacher education. Implications point toward the need to recognise, problematise, and interrupt ways in which the White-centric rhetoric and practice of teacher education continue to foster racism and re-produce injustice.  相似文献   

16.
Abstract

This article explains several reasons why multicultural preservice teacher education is important and suggests some ways it can be better accomplished. The authors make a strong case for teacher education programs to be more deliberate about preparing European Americans to teach ethnically diverse students of color. They argue that this explicit professional preparation is needed because of the increasing racial, cultural, and linguistic divide between teachers (predominately European American) and K–12 students (increasingly from ethnic groups of color). Two other factors underscore the need for more multicultural teacher education: the fear of diversity and the resistance to dealing with race and racism frequently expressed by students enrolled in teacher education programs. To overcome these problems and better prepare preservice teachers to work effectively with ethnically diverse students the authors suggest a two‐part program of professional development.  相似文献   

17.
This article explores the processes of racialization imposed on Sa’moan youth through policy and practice in one urban, US school district and at one high school in particular. Specifically, I use the methodological practices of defamiliarization and counter‐storytelling to examine the contradictory practices of racialization and the simultaneously oppressive and transformative potentials these practices catalyze. The analysis of this process is framed by the Critical Race Theory concepts of colorblindness and Whiteness as property, which powerfully illustrate how this racialization both disrupts and reifies reigning local and national racial norms and hierarchies.  相似文献   

18.
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19.
This article reports the findings of a PhD study, which offers comparative perspectives on teacher education in a period of reforms, inquiring into stakeholders’ perceptions in English, French, Italian and Spanish contexts as case studies. The interaction of needs and constraints in European initial teacher education within higher education reforms, and the mediation between contrasting influences and diverse education cultures, are viewed as global phenomena: teacher education practices in different countries can be described as ‘translations’ of European policies, with innovative potential in glocal developments. This article explores some issues of the European dimension of teacher education, reporting the qualitative findings of the study, underpinned by a theoretical framework encompassing globalisation and social ecological studies. In the four case study contexts, the focus is on secondary teacher education; when a subject perspective is required, it concerns the area of modern languages, considering their transversal role in European education policies. Findings from the national case studies come from a limited empirical sample, but can be of interest in showing emerging tensions and trends.  相似文献   

20.
The concept of teacher education (TE) for social justice has limited exploration contexts of Historically Black Colleges and Universities, preservice teachers of color, and physical education teacher education (PETE). To address this lacuna, I sought to explore how social justice manifested within a historically Black PETE program. Using the ethnographic methods of interviews, observations, and artifact analysis, this article emphasizes one of many major themes that emerged from the larger ethnography—caring. Undergirded by a framework of analysis that viewed teaching and learning as highly contextual and social justice as multifaceted, the results of this study indicated that caring is a form of TE for social justice, and that although teacher educators expressed care, it was part of a larger institutional ethos of care.  相似文献   

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