Whiteness as a Dissonant State: Exploring One White Male Student Teacher’s Experiences in Urban Contexts

2018 ◽  
Vol 70 (4) ◽  
pp. 306-318
Author(s):  
Stephanie Behm Cross ◽  
Nermin Tosmur-Bayazit ◽  
Alyssa Hadley Dunn
Keyword(s):  
Preservice Teachers ◽  
Student Teaching ◽  
Teaching And Learning ◽  
White Male ◽  
Male Student ◽  
Whiteness Studies ◽  
Observation Data ◽  
Critical Whiteness Studies ◽  
Critical Whiteness ◽  
K 12

Studies on student teaching continue to suggest that preservice teachers’ feelings of dissonance are related to disparate views of teaching and learning between universities and schools. Drawing on interview, artifact, and observation data, the authors utilize Cognitive Dissonance and Critical Whiteness Studies to make different sense of the experiences of one White student teacher (Brett). Results indicate that Brett experienced dissonance related to fractured relationships, misaligned teaching strategies, and disengagement as he taught youth of color. Importantly, the use of Critical Whiteness Studies helped to additionally reveal the way Whiteness affected Brett’s movements toward consonance—mainly through rationalization and problematic notions of perseverance. The authors suggest that Whiteness itself is a dissonant state, and argue that conversations focused on dissonance from misaligned university theory and K-12 schooling practices is dangerously incomplete. Implications for research and practice are included.

scholarly journals Dealing with diversity and anti-racism in adult education: An institutional perspective

2017 ◽  
Vol 23 (2) ◽  
pp. 39-50
Author(s):  
Annette Sprung
Keyword(s):  
Adult Education ◽  
Applied Research ◽  
Institutional Racism ◽  
Whiteness Studies ◽  
Institutional Perspective ◽  
Critical Whiteness Studies ◽  
Managing Diversity ◽  
Strategic Approach ◽  
Critical Whiteness ◽  
Opening Up

This paper discusses organisational development in institutions of adult education aimed at enhancing diversity and preventing the discrimination of migrants. A critical analysis of three approaches, inter- cultural opening, managing diversity and fighting institutional racism, will be presented and amplified in the light of critical whiteness studies. The concepts differ in terms of their main goals, traditions, fields of practice and discourses of legitimation. The paper is based on the theoretical and empirical results of an Austrian applied research project, which explored how adult education institutions deal with migrant-related diversity. Finally, a strategic approach for opening up Austrian adult education for migrants, which was developed as part of the project, is presented.

Teaching and Learning to Communicate

2013 ◽  
pp. 579-599
Author(s):  
Cynthia J. Benton ◽  
Kathleen A. Lawrence
Keyword(s):  
Preservice Teachers ◽  
Student Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Communication Competence ◽  
College Level ◽  
Education Programs ◽  
Professional Success ◽  
Evaluating Methods ◽  
K 12

Effective presentation skills and communication competence are important developmental qualities for teachers’ professional success and K-12 students’ learning. Yet identifying the definitive qualities and methods to practice and evaluate those skills has had minimal emphasis in current education programs. In addition to traditional abilities such as making clear presentations, speaking well, and articulating an argument, K-20 learners are faced with an explosion of options for accessing, organizing, and presenting information using technology. This study documents methods for college-level instruction and assessment of presentation skills, which serve as evidence of preservice teachers' readiness to demonstrate effective communication skills for K-12 student learning. The report summarized in this chapter tracks two years of creating and evaluating methods for promoting professional presentation and communication skills, and includes rubrics focused on the development and evaluation of those skills.

Preparing Preservice Teachers to Use Mobile Technologies

2019 ◽  
pp. 42-62
Author(s):  
Carolyne Nekesa Obonyo
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Information And Communication ◽  
K 12 ◽  
Effective Use ◽  
The University

The use of mobile technologies to enhance 21st century learning is increasing in K-12 schools and teacher education institutions. Thus, there is a need to effectively prepare preservice teachers to use mobile technologies in their future classrooms. This chapter explores the effective use of mobile technologies in teacher preparation in ways that are transferred to K-12 teaching and learning. It goes on to look at two major organizations: the university and partner school involved in the preparation of preservice teachers. Additionally, the purposes of incorporating information and communication technologies in teacher preparation as identified by Davis are explored to understand how mobile technologies align with these purposes. Common challenges of using mobile technologies in teacher preparation are also presented.

Teaching and Learning in the Digital Age

2019 ◽  
pp. 1-23
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Theoretical Description ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
K 12

Technological pedagogical content knowledge (TPACK) is a dynamic theoretical description of teachers' knowledge for designing, implementing, and evaluating curriculum and instruction with digital technologies. TPACK portrays the complex interaction among content knowledge, pedagogical knowledge, and technological knowledge for guiding all teachers (K-12 and higher education faculty) in the strategic thinking of when, where, and how to direct students' learning with technologies. Teacher educators' and educational researchers' acceptance of the TPACK construct mirrors the acceptance of its parent construct of pedagogical content knowledge (PCK). The importance of teachers' continued practice in integrating technologies is essential for extending and enhancing their TPACK. Connections with the knowledge-of-practice construct suggest calling TPACK TPACK-of-practice to more accurately describe the process of the knowledge development efforts for guiding inservice and preservice teachers in gaining, developing, and transforming their knowledge for teaching as new and more powerful technologies emerge for integration in education. Ultimately, the very nature of the TPACK construct describes a transformation of teachers' knowledge for teaching in the 21st century – a century reframed by robust and advanced technologies that have been integrated into the fabric of a more complex social, cultural, and educational environment.

Transforming Teaching for Virtual Environments

2021 ◽  
pp. 534-560
Author(s):  
Irina Lyublinskaya ◽  
Xiaoxue Du
Keyword(s):  
Preservice Teachers ◽  
Instructional Technology ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Pedagogical Content ◽  
K 12 ◽  
Teachers Perspectives

This chapter describes pedagogical practices and teaching strategies with instructional technology used in an online summer course with preservice K-12 teachers. The course provided preservice teachers (PSTs) with experiences in using technology in K-12 classrooms from both students' and teachers' perspectives, engaged PSTs in active explorations of various K-12 curriculum topics using technology that could enhance high-impact teaching strategies, and supported PSTs in development of virtual lessons using instructional technology. The study identified effective practices with instructional technology to support preservice teachers' development of Technological Pedagogical Content Knowledge (TPACK) for their own online teaching. Study findings suggest that online immersive experience created a virtual student-centered space to nurture collaborative inquiry and that contributed to the growth of PST's TPACK. However, this experience also brought challenges and concerns for sustaining and transforming teaching and learning with instructional technology to an online environment.

Preservice Teachers Consider Game-Based Teaching and Learning

2020 ◽  
pp. 240-255
Author(s):  
Nancy B. Sardone
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Educational Games ◽  
Combination Strategy ◽  
Strategy Research ◽  
Teaching Content ◽  
K 12

Gaming has become a core activity with children and more teachers are using games for teaching content than they did five years ago. Yet, teachers report that they learn about game titles, impact studies, and facilitation techniques through their own initiatives or from other teachers rather than from their teacher education program. This chapter reports on a combined curricular strategy built on game strategy research that asked teacher candidates (n= 125) to discuss news headlines about games, play educational games, review games, and game research, teach others how to play educational games, and construct games. Findings reveal that candidates saw value in using games in K-12 to teach content, were able to develop assessments based on game content at a novice level, and were able to construct games either alone or in small groups. Educators contemplating gaming as an instructional strategy may be interested in the espoused combination strategy to encourage game adoption in K-12 settings.

Critical Whiteness Studies

2016 ◽  
Author(s):  
Barbara Applebaum
Keyword(s):  
White Privilege ◽  
White Supremacy ◽  
The United States ◽  
Whiteness Studies ◽  
Critical Study ◽  
White People ◽  
Critical Whiteness Studies ◽  
Academic Field ◽  
Critical Whiteness ◽  
Black President

In 1903, standing at the dawn of the 20th century, W. E. B. Du Bois wrote that the color line is the defining characteristic of American society. Well into the 21st century, Du Bois’s prescience sadly still rings true. Even when a society is built on a commitment to equality, and even with the election of its first black president, the United States has been unsuccessful in bringing about an end to the rampant and violent effects of racism, as numerous acts of racial violence in the media have shown. For generations, scholars of color, among them Ralph Ellison, James Baldwin, and Franz Fanon, have maintained that whiteness lies at the center of the problem of racism. It is only relatively recently that the critical study of whiteness has become an academic field, committed to disrupting racism by problematizing whiteness as a corrective to the traditional exclusive focus on the racialized “other.” Critical Whiteness Studies (CWS) is a growing field of scholarship whose aim is to reveal the invisible structures that produce and reproduce white supremacy and privilege. CWS presumes a certain conception of racism that is connected to white supremacy. In advancing the importance of vigilance among white people, CWS examines the meaning of white privilege and white privilege pedagogy, as well as how white privilege is connected to complicity in racism. Unless white people learn to acknowledge, rather than deny, how whites are complicit in racism, and until white people develop an awareness that critically questions the frames of truth and conceptions of the “good” through which they understand their social world, Du Bois’s insight will continue to ring true.

Strengthening Partnerships through Family Math Nights

2018 ◽  
Vol 23 (5) ◽  
pp. 284-287 ◽  
Author(s):  
Lynn Liao Hodge ◽  
Michael Lawson
Keyword(s):  
Preservice Teachers ◽  
Mathematics Education ◽  
Best Practices ◽  
Teaching And Learning ◽  
High School Mathematics ◽  
University Mathematics ◽  
The Past ◽  
Mathematics Teaching And Learning ◽  
University Mathematics Education ◽  
K 12

Collaboration is central to impacting mathematics teaching and learning. As a university mathematics education professor (the first author) and a graduate student in mathematics education and former high school mathematics teacher (the second author), we have initiated partnerships with urban and rural middle schools, families, and preservice teachers during the past five years, using Family Math Nights (FMNs) as the vehicle for collaboration. FMNs are events that usually take place in school gyms, libraries, or cafeterias to promote awareness and inspire interest in K-12 mathematics education. The events are highly interactive, with stations that allow both adults and students to interact with teachers to better understand what inquiry and best practices in mathematics look like. The approach that we facilitated is quite different from the typical approach to designing and implementing FMNs.

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