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1.
Abstract

In this article, we offer analysis of and propose means of resistance to White Jesus in undergraduate Bible survey courses. White Jesus functions as a proxy for the operation of white normativity in contexts of religious education. Research on a cohort of first-year undergraduate students demonstrates the durability of race as a factor in students’ experiences and outcomes in required Bible courses. After interpreting these findings in light of literature on race, biblical studies, and higher education, we suggest strategic pedagogical interventions that instructors can employ to resist white normativity.  相似文献   

2.
Abstract

This article explores the role of white comfort in sustaining white hegemony in institutional culture and classroom dynamics. The presumption of comfort and security in established social norms enacts an embodied commitment to white supremacy that operates concurrently with conscious, articulated desires to pursue equity, as it delimits how white people imagine what authentically equitable institutions might look and feel like. The article draws on theological uses of phenomenology and developmental psychology to describe how the white self develops within a hegemonic social milieu and how an embodied sense of agency and comfort within unjust social structures facilitates white normativity.  相似文献   

3.
Abstract

In this racially-charged time, religious educators are engaging in research that transgresses traditional (white) norms. Such research can not only dismantle white normativity through the subjects investigated; it can also be practiced in ways that are transgressive. This article uses a particular experience of ethnographic theological research in diverse cultural contexts as a case study for learning about three postures that subvert white normativity built into assumptions and practices of ethnographic research. Using a two-pronged, auto-ethnographic approach to analyzing this case, three nuanced postures become critically apparent: improvised flexibility, the ability to change lenses, and immersive reflexivity.  相似文献   

4.
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   

5.
Abstract

The Loyola Institute for Ministry (LIM) developed a method of practical theology for ministry professionals and religious educators rooted in transformative learning theory to enable students to reflect more intentionally and theologically on their experiences in ministry. This study asks, by teaching students to engage in dialogue through transformative learning practices in safe spaces, are religious educators inhibiting the self-actualization needed to confront white normativity and expose white fragility, thus, advancing rather than dismantling racism with our students in graduate programs in ministry and religious education?  相似文献   

6.
Abstract

In the project Learning for Life we developed a hermeneutical–communicative model for worldview education that answers the European challenges of worldview diversity and worldview illiteracy. We implemented the model in a participatory action research project at nine schools for primary education in the Netherlands and monitored the outcomes. A meta-analysis shows that the model can be fruitfully applied in confessional and public schools, as well as in cooperation schools, which are a merger of confessional and public schools. The model is demanding with regard to the skills and attitude of worldview teachers. We suggest improvements for two aspects of the model from the perspective of white normativity.  相似文献   

7.
Abstract

This article seeks to address the question: “How can religious educators learn from those who have been marginalized and whose voices are not usually heard because of the hegemony of whiteness?” My primary sources are scenes from the work of two U.S. black creatives. Specifically, I examine the “Clearing” scene in Toni Morrison’s 1987 Pulitzer Prize–winning fiction novel Beloved and the “Warrior Falls” scenes in Black Panther, a 2018 film co-written and directed by Ryan Coogler. I draw attention to their common themes and their implications for approaches to religious education that can de-center white normativity.  相似文献   

8.
Abstract

The paper considers the way in which white teachers and students make sense of ‘race’ in a multiracial college of further education. It argues that within white cultural forms there are two main ways of comprehending race, the ‘nationalistic’ and ‘liberal’. It suggests however that these two forms are interrelated and that paradoxically the nationalistic may feed in and support a white ‘liberalism’. It is argued that the liberal form's denial of structure serves to sustain a white racism. On a more positive note it is argued that teachers’ concerns with equal opportunities provide an important resource in the development of an anti‐racist education.  相似文献   

9.
Abstract

This critical case study investigated the experiences of six White preservice teachers as they learned about race and racism during the first semester of an urban-focused teacher preparation program. The author identified two broad themes of transgressive White racial knowledge and negotiated White racial knowledge to capture the participants’ engagement with the topic of race. By detailing the complexities of the racial knowledge of a group of race-conscious White teachers, the project helps to de-homogenize conceptualizations of White teachers’ racial identities. The transgressive knowledge displayed by the participants largely occurred in their intellectual understandings of issues related to urban education. When the participants discussed their antiracist practice and their own complicity in racism, their negotiations with critical understandings of race emerged. These findings suggest that educators working with race-conscious White teachers should emphasize the messiness inherent in enacting an antiracist practice and think differently about the subtle distancing strategies White teachers often deploy to release themselves from complicity in racism.  相似文献   

10.
Abstract

This article summarizes previous research of teacher communication patterns related to student race and student sex and presents the findings of a study which examined the differences in teachers' verbal feedback statements to black and white and to male and female students.

The limited number of research studies which have investigated teacher communication patterns as related to the student's race can be categorized as experimental, naturalistic setting, and teacher perception studies. These studies are not easily interpreted and are difficult to replicate and generalize from. The literature regarding teacher communication as related to student sex differences is restricted by the same lack of internal coherence and idiosyncratic methodologies as the literature on race differences. Few studies have examined the interactive effects of student race and student sex.

The research presented here attends to this void in the research literature. Observational data were obtained from 67 classrooms in 10 schools in 4 school systems. The ANOVAs revealed two significant main effects for race, five main effects for sex, and three significant race/sex interactions. For the race variable, the researcher found that black students received more negative behavioral feedback and more positive-negative feedback than did white students. Females received significantly less total communication, less praise, less negative behavior feedback, less neutral procedure feedback, and less nonacademic feedback. The significant race/sex interactions emphasized the white female's infrequent communications with teachers. She received significantly less total communication than the other three sex/race groups. In addition, white females received less neutral behavioral feedback and less academic feedback than did white males.  相似文献   

11.

Critical race theory (CRT) offers educational researchers a compelling way to view racism in education by centering issues of race and using counterstories to challenge dominant views in both research and practice. This article provides an overview of CRT and illuminates the dilemmas for white researchers wishing to incorporate CRT into their work. The author argues that while CRT may not be fully open to white researchers, their strategic use of CRT can help legitimize its use in fighting racism in educational settings. Building on her participation in CRT discussions in a mixed-race setting, the author suggests that white researchers must work to center race in their personal lives and work, engage in the strategic and sensitive use of CRT, and join in the effort to legitimize research that utilizes alternative methods such as CRT.  相似文献   

12.
Abstract

In an effort to better understand what it means to enact curriculum that helps students conceptualize issues of injustice and racism, this article describes an approach to comply with mandated responsibilities while offering curriculum that promotes an understanding of social justice and equity in the community. Challenges and barriers to implementation of these curricular changes are also described, as well as guidance to those who wish to begin the process of enacting curriculum that pushes students to critically consider power, justice, and fairness within their community.  相似文献   

13.
ABSTRACT

What do teacher educators need to know and do in order to move from espousing to enacting social justice in their own teacher educating practice? This article addresses this question by examining scholarship that focuses on the preparation of preservice teachers for social justice. Using five knowledge domains for teaching (personal, contextual, pedagogical, sociological, social) as an analytic lens, the authors examined teacher education literature published between 2010 and 2016 in three international journals from Australia, the U.K. and the U.S. The study reveals that teacher educators in different contexts seem to highlight personal and contextual knowledge in their preparation of equity-minded preservice teachers and provides insight into how they conceptualise educational equity and social justice. The study illuminates what is likely in place in initial teacher education programmes, and what may be needed or missing if teacher educators are to prepare teachers for today’s diverse classrooms.

Abbreviation ITE: Initial Teacher Education ITE  相似文献   

14.

This paper examines the role race and course content may play in the teaching evaluation scores of a black criminologist currently teaching at a predominantly white institution. Making use of a case study design, the author compared his teaching evaluation scores from similar courses taught at both a predominantly white institution and an historically black institution. The data revealed that while race may play a role in the evaluation process, the nature of the course may offer a stronger explanation as to why he received lower evaluation scores on a race-related criminal justice course than a series of other criminal justice courses.  相似文献   

15.
ABSTRACT

This article is a collaboration involving a professor and three graduate students. Together, they explore lifescaping action research pedagogy guided by the participatory inquiry process. Since the lesson taught is not the lesson learned, the first author presents a perspective about teaching PIP followed by the graduate students’ collective responses enacting what they learned in three different school settings.  相似文献   

16.
Abstract

Working with normative considerations is an important part of empirical research in religious education (RE) and in the formation of practical theologians, in general, and of religious educators in RE faculties/programs, in particular. What does sufficient reflection on normativity look like in teaching religious educators? From a practical theological perspective, directions for working with normativity in RE faculties/programs are provided and discussed. These directions entail pedagogical and theological reflection on the levels of four layers of normativity: (1) discourse in religious practice, (2) the professional theory of practice, (3) the academic theory of practice, and (4) the metatheoretical foundation of observations of and research in practices. The author illustrates the argument with a discussion of the concept of learning in encounter.  相似文献   

17.

More and more school districts in the United States are enacting morality or character education into their schools' curricula to address what they see as their students' declining moral behaviour. Utah, a state that was a homogeneous religion-based culture for 100 years, has not been immune to this need. However, the contrast between the programs being used in the now-diversifying and undiversified areas of Utah reveals what can create the sense of need to which Utah is responding. This article examines the moral environment in three school districts in Utah--one highly diversified, one in the process of diversifying and one as-yet undiversified. It reviews the various moral and character education programmes being used in these three environments and compares and contrasts their methods in terms of literature, textbooks and activities. The article concludes with an evaluation of these programmes' relative effectiveness in their specific environments.  相似文献   

18.

Multicultural education in teacher preparation programs can emphasize the study of whiteness so as to make whiteness visible, analyze white privilege, and offer ways that white privilege can be used to combat racism. While white race consciousness has been seen as part of the multicultural education agenda for some educators, recently the efficacy of such an approach has been questioned. White race consciousness or antiracist pedagogy has not been shown to bring about teacher competence in diverse classrooms or to raise the academic performance of students of color and poverty. I suggest here that the social relations in the larger society, deeply embedded with notions of deficit thinking, are mapped onto the reality of a largely white professorate preparing a largely white public school teaching force, thereby ensuring the academic failure of certain children. To play fair, then, requires that white teachers recognize when their classroom practices assume assimilation into the dominant culture and their actions exclude the contributions of diverse individuals and groups. I argue for a multicultural education discourse that includes a recognitive view of social justice for guiding white educators in the practice of fair play in diverse classrooms.  相似文献   

19.

This article examines the workings of a discourse of normalcy for a group of black Christian fundamentalist students. Focusing on the intersection of religion and race the essay analyzes the representation of Jewish people as dark and other, while constructing Christians who are white and normal. The inversion of racial identities unfolds in contradictory ways, reinscribing a discourse of colorblindness while simultaneously reifying categories of race. Through discourse analysis the article discusses how the political moves in both centrifugal and centripetal directions to construct a "universal" (Eurocentric) Christian identity while suppressing subgroup differences.  相似文献   

20.

In this review essay, the author situates five recent articles on white identity and teacher education within the emergent fields of whiteness studies and critical race theory. He maintains that while the authors of these articles make a significant contribution to the field of race studies by expanding theories and methodologies of whiteness studies to education that there is a consistent failure to theorize race in the five articles. McCarthy argues instead that any effort to theorize racial identities must address the deep-seated contradictions that are produced in the unequal racial experiences that define modern education and society. He argues, ultimately, that we cannot understand race by studying race alone. It is vital in thinking about whiteness to consider factors of class, gender, sexuality, and nation - dynamics of social and cultural stratification that cut at right angles to narrow specifications of racial or ethnic community. These dynamics take on a particularly poignant quality of overdetermination and coarticulation in the modern context of the rapid movement of economic and cultural capital across borders summarized in the term "globalization."  相似文献   

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