Search results for: Race
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This article explores how teachers make sense of the role of race in their practice in an ongoing way, in and through complexity of their everyday life both inside and outside of school. The author found that the teacher uses her touchstone to frame her interpretations and guide her pedagogical choices in the context of her classroom. The author concludes that racial touchstones are drawn from teachers' impactful personal experiences and are constructed in and through the dynamic contexts of their classrooms and schools. She recommends that efforts to support teachers in developing meaningful and authentic personal experiences of difference must be done with great care and must be sustained over time.
Updated: Dec. 16, 2018
Digital Storytelling as Racial Justice: Digital Hopes for Deconstructing Whiteness in Teacher Education
This study examines the utilization of digital storytelling by teacher educators of color to pedagogically deconstruct Whiteness in a predominately White, urban-focused teacher education course. The authors argue that digital storytelling is a racially just way of having White teacher candidates self-reflect on their own Whiteness in a multitude of ways. The authors found four ways in which White teacher candidates can reflect on their own Whiteness: (a) ending emotional distancing, (b) debunking colorblindness, (c) engaging emotions, and (d) sharing the burden of race.
Updated: Nov. 08, 2018
This study examines the role of race in teacher hiring process. The findings reveal that the Hispanic and Asian teachers were hired proportionally to the rate at which they applied. This finding suggests that the low numbers for these groups may indeed reflect a supply problem. The findings show that while Black candidates submitted 13 percent of applications, a proportion greater than the percentage of Black students in the district, their chances of getting hired were low.
Updated: Jul. 04, 2018
“That Fuego, that Fire in their Stomach”: Academically Successful Latinas/os and Racial Opportunity Cost
This article discusses the racial opportunity cost of academic achievement for Latina/o students who graduated from urban high schools and participated in a larger study of 18 high-achieving students of color. The article focuses on the ways the school context influenced their success. Interviews with the seven Latina/o participants reveal that while the original findings encompassed their perspectives, there were additional dimensions to their experiences that expanded the notion of racial opportunity cost.
Updated: Mar. 29, 2017
“Why Do You Make Me Hate Myself?”: Re-Teaching Whiteness, Abuse, and Love in Urban Teacher Education
This article 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 article 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.
Updated: Jan. 11, 2017
It Takes Courage: Fostering the Development of Critical, Social Justice-Oriented Teachers Using Museum and Project-Based Instruction
This article describes development of an educational setting which fosters critical, social justice practices of teachers. Through course readings, museum visits, focus group discussions, and reflections on clinical observation experiences, preservice teachers developed a fictitious educational setting that incorporates critical, social justice practices and privileges the experiences and cultural backgrounds of all K-12 students. The authors developed recommendations for how future educators problematized ideas of courage, race, and diversity in developing the setting.
Updated: May. 02, 2016
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
This study addresses the struggles White preservice English teachers’ experience in making sense of unfamiliar ethnicities in narrative forms and how this frustration might be mediated. Findings reveal a keen interest in understanding and engaging with multicultural literature among participants coupled with a persistent hesitation to include it and related conversations of race in their instruction. Participants opened themselves to learning more about others but struggled to implicate themselves in the transfer of new knowledge to teaching practice.
Updated: Jun. 14, 2015
Still Flies in Buttermilk: Black Male Faculty, Critical Race Theory, and Composite Counterstorytelling
The current essay employs composite counterstorytelling to narrate the experiences of black male faculty on traditionally white campuses. Through the protagonist, who is a black male Assistant Professor, the authors reflect on how his daily experiences incite racial battle fatigue, feed into imposter syndrome, and circumvent an inclusive campus community.
Updated: Apr. 13, 2015
This article examines white resistance to racial self-understanding. The author analyzes 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. 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.
Updated: Mar. 12, 2015