Search results for: Race
Page 6/6 55 items
This article investigates the efficacy of employing the cohort model of teacher education for preparing pre-service teachers to address issues of race within an urban university setting. The results of the research indicate that the cohort facilitates a degree of familiarity and support amongst the teacher candidates.
Updated: Jun. 17, 2009
Critical Race Theory and Interest Convergence as Analytic Tools in Teacher Education Policies and Practices
The article examines the Derrick Bell's (1980) interest convergence can be used as an analytic, explanatory, and conceptual tool in the study and analyses of policies and practices in teacher education. The author conceptualizes some broad themes of 'raced' interests in teacher education, and introduces an evolving theory of disruptive movement in teacher education to fight against racism in teacher education policies and practices.
Updated: Oct. 26, 2008
This article argues three things. First, it argues that the perception of diversity being problematic in Europe has been generated largely by non-European immigration into urban areas. This has been Britain’s experience for 50 years and Spain’s for barely ,15 but whether the immigrants are ex-colonial, Turkish or Balkan migrant labour, or Africans escaping economic despair, they are likely to be seen as troublingly ‘other’.
Updated: Mar. 23, 2008
This article introduces the concept of 'free spaces' as an important site for the development of theory and practice around youth activism, teacher development, and the transformation of public and private space in urban schools and communities. Nearly a quarter of a century ago, Evans and Boyte (1986) introduced the concept of 'free spaces' in their book: Free spaces: the sources of democratic change in America.
Updated: Feb. 11, 2008
The article discussed a new approach to multicultural teacher education, after realizing the problems faced by white student teachers. The author illustrates a four step method, or levels of thinking, of her critical literacy approach, namely, description, analysis, vision, and strategy. She uses them to generate reflection in her students that: (1) cycles through the goals of deconstruction and reconstruction; and (2) promotes ongoing critical thinking as the main goal of her multicultural education class. She briefly explains how she uses these four steps to get her students actively to engage with two of multicultural education's key ideas, 'race' and 'whiteness', and, in this way, destabilize their perception of themselves as 'guilty' white people
Updated: Dec. 18, 2007