scholarly journals A WHITE PALETTE GATHERING

2021 ◽  
Vol 6 (1) ◽  
pp. 103-131
Author(s):  
Karen McGarry
Keyword(s):  
Critical Race Theory ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Research Approach ◽  
Critical Race ◽  
Race Theory ◽  
Critical Whiteness Studies ◽  
White Teacher ◽  
Critical Whiteness ◽  
Blank Slate

Storytelling, a tenet of Critical Race Theory, offers a distinct approach for researchers engaging in narrative inquiry. This article models a fiction as research approach for creating a literature synthesis as a pedagogical strategy for teacher educators and pre-service teachers. The white palette refers to a painting palette, a blank slate or canvas, often considered neutral ground. Whiteness, however, is not neutral and this one-act conversation centers on examining whiteness as it impacts my role as a white teacher educator. The production, players, and script developed out of salient literature inclusive of Critical Race Theory, Art Education, and Critical Whiteness Studies. I am both author and a participant in this story. In this capacity, I disclose the impacts of the literature on my white teacher educator identity and reveal how I created arts-based data artifacts to evidence the overall story.

scholarly journals Opening the “Can of Worms”: Preparing Teachers to Address Issues Relating to “Race”

2021 ◽  
Vol 5 ◽  
Author(s):  
Jane Davies
Keyword(s):  
Teacher Education ◽  
Critical Race Theory ◽  
Student Satisfaction ◽  
Student Teachers ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Initial Teacher Education ◽  
Critical Examination ◽  
Critical Whiteness Studies ◽  
White Teacher

This paper reports the findings of a study which involved a critical examination of “race”-related provision on initial teacher education (ITE) programmes in England. It draws upon data collected as part of a national survey of ITE provision which included interviews with providers and students, and case studies of ITE providing institutions. The study utilized aspects of Critical Race Theory and Critical Whiteness Studies as a theoretical framework with which to analyse the data. The paper explores the nature of provision relating to “race,” suggesting that teacher educators and student teachers are often ill-equipped to address the complexities relating to this area and, as a result, they can fail to recognize the importance and potential impact of their professional practice, and their pedagogical decisions. It suggests that ITE practices are often underpinned by dysconscious racisms and manifestations of Whiteness, leading to a marginalization of “race” input, with opportunities for deeper interrogation missed, or actively avoided. The paper explores some of the constraints impacting on ITE namely a lack of time; a lack of confidence on the part of a predominantly White teacher educator workforce; a lack of recognition of the importance and significance of “race” on the part of White student teachers, and an emphasis of superficial measures of student satisfaction at the expense of deeper interrogation and deconstruction of hegemonic norms. It makes recommendations relating to how practice can be improved within the current challenging global contexts in relation to “race” equality. It calls for teacher education to aspire to produce novice teachers willing and prepared to embrace “race”-related challenges in their teaching careers, and to contribute to curricula which acknowledge and address inequality.

Equity and justice for all

2017 ◽  
Vol 16 (3) ◽  
pp. 331-346 ◽  
Author(s):  
Valerie Kinloch ◽  
Kerry Dixon
Keyword(s):  
Critical Race Theory ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Pedagogical Practices ◽  
Political Climate ◽  
Critical Whiteness Studies ◽  
Content Type ◽  
Post Secondary ◽  
Black And White ◽  
Urban Teacher

Purpose This paper aims to examine the cultivation of anti-racist practices with pre- and in-service teachers in post-secondary contexts, and the tensions of engaging in this work for equity and justice in urban teacher education. Design/methodology/approach The paper relies on critical race theory (CRT) and critical whiteness studies (CWS), as well as auto-ethnographic and storytelling methods to examine how black in-service teachers working with a black teacher educator and white pre-service teachers working with a white teacher educator enacted strategies for cultivating anti-racist practices. Findings Findings indicate that for black and white educators alike, developing critical consciousness and anti-racist pedagogical practices requires naming racism as the central construct of oppression. Moreover, teachers and teacher educators demonstrated the importance of explicitly naming racism and centralizing (rather than de-centralizing) the political project of anti-racism within the current socio-political climate. Research limitations/implications In addition to racism, educators’ racialized identities must be centralized to support individual anti-racist pedagogical practices. Storying racism provides a context for this individualized work and provides a framework for disrupting master narratives embedded in educational institutions. Originality/value Much has been written about the importance of teachers connecting to students’ out-of-school lives to increase academic achievement and advance educational justice. Strategies for forging those connections include using assets-based practices and linking school curricula to students’ community and cultural identities. While these connections are important, this paper focuses on teachers’ explicit anti-racist practices in urban education.

scholarly journals The Double Meaning Making of the Term Cultural Diversity in Teacher Educator Discourses

2018 ◽  
Vol 2 (1) ◽  
pp. 16-38
Author(s):  
Sandra Fylkesnes ◽  
Sølvi Mausethagen ◽  
Anne Birgitta Nilsen
Keyword(s):  
Teacher Education ◽  
Cultural Diversity ◽  
Teacher Educators ◽  
Meaning Making ◽  
Teacher Educator ◽  
Central Component ◽  
Critical Whiteness Studies ◽  
Individual Interviews ◽  
Theoretical Perspectives ◽  
Critical Whiteness

Cultural diversity is assumed to be a central component of Western education and even though it has been extensively investigated in international research on teacher education, little knowledge exists about its usage and meaning making in teacher educator discourses. This article provides insights into the usage and meaning making of the term cultural diversity based on semi-structured individual interviews with a total of twelve teacher educators from two Norwegian teacher education institutions. Drawing on the theoretical perspectives of discourse theory and critical Whiteness studies, we find that the term cultural diversity is used in a double meaning making pattern: Cultural diversity is presented as desirable and positive by teacher educators, yet it is also aligned with the notion of otherness. We discuss some possible methodological tools with which teacher educators can detect meaning making patterns and thus counter the production and reproduction of socially unjust discursive patterns.   

A Divergence of Interests: Critical Race Theory and White Privilege Pedagogy

2020 ◽  
Vol 122 (1) ◽  
pp. 1-24
Author(s):  
Ryan M. Crowley ◽  
William L. Smith
Keyword(s):  
Teacher Education ◽  
Critical Race Theory ◽  
Students Of Color ◽  
White Privilege ◽  
Teacher Educators ◽  
Research Question ◽  
Critical Race ◽  
Race Theory ◽  
Long Term Impact ◽  
K 12

Background/Context Informed by the increasing racial disparity between the nation's predominantly White teaching force and the growing number of students of color in K–12 schools, along with the well-documented struggles that White teachers have in exploring race and racial identity, the authors critique the use of White privilege pedagogy as a strategy for promoting antiracist dispositions in White pre-service teachers. Purpose/Objective/Research Question/Focus of Study By deploying several concepts central to critical race theory, as well as critiques that note the shortcomings of past attempts at racial reform (Brown v. Board of Education, Voting Rights Act), the authors investigate the effectiveness of White privilege pedagogy within the teacher education setting. Research Design To construct our conceptual critique of White privilege pedagogy within teacher education, we reviewed the extant literature that discussed the range of shortcomings to this pedagogical approach. To create a more historical and structural critique, we demonstrated how the tenets of White privilege pedagogy conflicted with key principles of critical race theory and with lessons from past racial remedies. We contend that White privilege pedagogy arises from a racial liberalist worldview and requires an untenable convergence of interests that limits its long-term impact. We parallel our critiques of White privilege pedagogy with arguments used by critical race scholars to explain the limited impact of previous efforts at racial reform. Conclusions/Recommendations The authors urge teacher educators to move away from the individualized and over-essentialized representations of racism inherent to White privilege pedagogy in favor of historical, structural, and intersectional discussions of race, racism, and the construction of White privilege.

scholarly journals Introduction

2021 ◽  
Vol 39 (2) ◽  
pp. 1-25
Author(s):  
Mathilde Cohen ◽  
Sarah Mazouz
Keyword(s):  
Critical Race Theory ◽  
Whiteness Studies ◽  
Special Issue ◽  
North African ◽  
Race Theory ◽  
Critical Whiteness Studies ◽  
The Past ◽  
Critical Whiteness ◽  
Overseas Territories ◽  
Global And Local

France is an overwhelmingly majority-White nation. Yet the French majority is reluctant to identify as White, and French social science has tended to eschew Whiteness as an object of inquiry. Inspired by critical race theory and critical Whiteness studies, this interdisciplinary special issue offers a new look at White identities in France. It does so not to recenter Whiteness by giving it prominence, but to expose and critique White dominance. This introduction examines the global and local dimensions of Whiteness, before identifying three salient dimensions of its French version: the ideology of the race-blind universalist republic; the past and present practice of French colonialism, slavery, and rule across overseas territories; and the racialization of people of Muslim or North African backgrounds as non-White.

scholarly journals Experience with Diversity is Not Enough: A Pedagogical Framework for Teacher Candidates that Centers Critical Race Consciousness

2020 ◽  
Vol 2 (2) ◽  
pp. 40-59
Author(s):  
Alice Y. Lee ◽  
Amos J. Lee
Keyword(s):  
Teacher Education ◽  
Critical Race Theory ◽  
Teacher Candidates ◽  
Teacher Education Programs ◽  
Critical Race ◽  
Education Programs ◽  
Race Theory ◽  
Clinical Placements ◽  
White Teacher ◽  
Critical Race Consciousness

Given the overwhelming whiteness of teacher education, we offer a pedagogical approach rooted in critical race theory, and draw on Carter’s (2008) notions of critical race consciousness to: 1) center a critical race perspective in methods-based coursework; and 2) employ critical race theory to analyze the function and role of clinical fieldwork. In this article, we provide examples of how we engage white teacher candidates to preemptively take stock of their own racial journey and biases prior to being responsible for educating students of color. We also focus on the process of selecting clinical placements and assignments. We explicate how current selection criteria for clinical sites and cooperating teachers are undergirded by systems of white supremacy, and problematize the reality of majority white clinical placements. We further provide suggestions for teacher education programs that pay particular attention to the roles and responsibilities of white teacher educators and predominantly white teacher education programs.

A Case for Decentering Whiteness in Education

2018 ◽  
Vol 41 (1-2) ◽  
pp. 19-34
Author(s):  
Jamie Utt
Keyword(s):  
Critical Race Theory ◽  
White Students ◽  
Students Of Color ◽  
Ethnic Studies ◽  
Traditional Curriculum ◽  
Theoretical Frameworks ◽  
Critical Whiteness Studies ◽  
Cultural Wealth ◽  
Critical Whiteness ◽  
Social Studies Textbooks

Ethnic Studies undermines and challenges the racism inherent in dominant education systems by centering identities and epistemologies of people of Color. While much focus has been paid to the damage done to students of Color by White teachers and the White standard curriculum, this paper addresses the intellectual and material benefit White students disproportionately gain from this curriculum. Through a mixed-methods empirical study examining social studies textbooks and standards from Texas and California, the author argues that the standard White canon acts as a form of White/Western studies that directly privileges White students. Critical Race Theory, Critical Whiteness Studies, Pierre Bourdieu cultural reproduction, and Tara Yosso’s community cultural wealth provide theoretical frameworks in calling for a broader implementation of Ethnic Studies programs and pedagogies while calling for reform of traditional curriculum and standards that act as couriers of dominant capital for White students.

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