Search results for: Critical theory
Page 1/3 26 items
Teachers in the United States are primarily White and female. Thus, the education system is built on whiteness and maintains white supremacy. One approach to disrupting racist outcomes is to increase the number of people of color pursuing teaching. Yet, the ways that pre-service teachers (PSTs) are racialized often results in PSTs of color experiencing harm during teacher preparation. Therefore, the purpose of this phenomonological study was to explore the racialized lived experiences of PSTs in a predominantly White teacher preparation program whose stated mission is to work to develop racially conscious educators who work toward equity and justice. Participants were PSTs (n = 15) enrolled in a teacher preparation program in the Midwest who were placed into two focus groups, one that identified as people of color and one as White. Focus groups discussed: their racialized lived experiences (1) with faculty (2) with curriculum (3) with other PSTs (4) with cooperating teachers, and (5) with P-12 students. Results from both groups suggest a lack of race content. PSTs of color reported feelings of exclusion and limited racial consciousness of White peers and faculty.
Updated: Mar. 08, 2022
“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
Putting Philosophy to Work in the Classroom: Using Rhizomatics to Deterritorialize Neoliberal Thought and Practice
As two teachers/researchers committed to the values of social justice in the classroom, the authors are deeply disturbed by the explicit and implicit ways that their education system, operating through neoliberalism, reproduces the inequalities of larger society. To problematize and deterritorialize dominant neoliberal notions of schooling, education, teaching, and learning in their classrooms, they embarked on a co/autoethnographic self-study of their teaching practice. Findings, or becomings, indicate that the concepts of the rhizome can be practically put to work in the classroom to raise consciousness and inform thinking about resisting the neoliberal status quo.
Updated: Nov. 09, 2016
This paper synthesizes literature related to critical race theory (CRT) and disability theory to elucidate the need for a critical ability theory in teacher education. Combining the tenets of CRT and disability theories provides a lens for viewing how power and privilege affect public and private conceptions of what it means to have a special need.
Updated: Oct. 12, 2015
This article analyses how critical theories’ justification of the goal of emancipation for educational actors hinges on intellectual inequality, the ignorance-knowledge continuum, and the hierarchical perception of social relations. It introduces networked-hutong siwei to reconceptualise critical teacher education that centres on developing teachers’ predispositions and skills to better mobilise and engage the critical capabilities of educational actors.
Updated: Jun. 14, 2015
This article aims to examine the process of critical professional identity development as it was perceived by the teacher candidates who participated in the service-learning programme. This study presents three main processes that took place in the development of a critical professional identity among teacher candidates during service-learning. These processes included the following: (1) Deconstructing stereotypes through engagement with the ‘other', (2) Coping with difficulties, dilemmas or conflicts that arise from dialogue with the ‘other', and (3) Shifting from a hegemonic professional perception to a dialogic one.
Updated: Jun. 08, 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 presents a qualitative exploration of the critical policy analysis approach to educational policy studies. The authors used a historical approach that makes use of oral history interviews with educational policy. They developed an understanding of the critical approach to policy studies, its appeal among critical education policy scholars, and the rationales driving its use.
Updated: Mar. 12, 2015
In this article, the authors articulate a theory of a critical body pedagogy that can contribute to a larger justice-oriented project. The authors drew on class readings, writings, activities, class discussions, and reflective notes to explore what this critical pedagogy of the body afforded for their preservice education students—and them. The authors argue that the prevalence of body-related discourses in the students’ work, points to the necessity of a critical body pedagogy within justice-oriented teacher education. Therefore, they conclude that some teacher education programs, future and present teachers are taught to be reflexive in their understandings of race, social class, gender, religion, language, ethnicity, and sometimes sexuality as a way for them to become critically conscious of the power and discourses circulating such positionalities.
Updated: Apr. 22, 2014
This work aims to present an alternative vision of teaching, one that the authors call “Teacher as Civic Agent.” This term marks an important theoretical shift from viewing quality teaching and learning as that which prepares students to succeed economically to that which prepares students to become self-actualized and critically empowered civic agents. The authors explore the “Teacher as Civic Agent” through the analysis of the Council of Youth Research. The study seeks to provide a new rationale for democratic teacher education and a revitalization of the civic purposes of schooling. The authors argue for new paradigm of teacher education in which teachers engage with local communities, become producers of knowledge, and work collectively in solidarity with their students to create social change.
Updated: Mar. 03, 2014