Search results for: Greene Perry
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Popular Visual Images and the (Mis)Reading of Black Male Youth: A Case for Racial Literacy in Urban Preservice Teacher Education
The authors argue for the development of racial literacy in preservice teacher education programs as a pedagogical method to mitigate the misreading of Black male students in teacher candidates’ fieldwork experiences and subsequently in their future classrooms. Their argument operates from the premise that in a time when diversity, multiculturalism, and inclusion are more widely recognized than ever before, the notion of race, and popular education films that depict race, still influence how teacher candidates view Black male students, and race remains a predictor for how these students experience school.
Updated: Jul. 05, 2015