scholarly journals “I’m a Teacher, I’m Gonna Always Protect You”: Understanding Black Educators’ Protection of Black Children

2020 ◽  
pp. 000283122092111
Author(s):  
Maxine McKinney de Royston ◽  
Tia C. Madkins ◽  
Jarvis R. Givens ◽  
Na’ilah Suad Nasir
Keyword(s):  
United States ◽  
Teacher Education ◽  
Black Students ◽  
White Supremacy ◽  
Black Children ◽  
The United States ◽  
Black Educators ◽  
Alternative Discipline ◽  
Political Clarity ◽  
Discipline Policies

Many Black educators in the United States demonstrate a political clarity about white supremacy and the racialized harm it cultivates in and out of schools. We highlight the perspectives of some of these educators and ask, (1) How do they articulate the need to protect Black children? and (2) What mechanisms of protection do they enact in their classrooms and schools? Through further elaborating the politicized caring framework, our analyses show how Black educators disrupt the racialized harm produced within schools to instead (re)position Black students as children worthy of protection via caring relationships, alternative discipline policies, and other interpersonal and institutional mechanisms. This study has implications for teaching, teacher education, and how the “work” of teachers is conceptualized and researched.

scholarly journals U.S. Empire and an Immigrant’s Counternarrative: Conceptualizing Imperial Privilege

2020 ◽  
pp. 002248712091992
Author(s):  
Laura C. Chávez-Moreno
Keyword(s):  
United States ◽  
Teacher Education ◽  
White Supremacy ◽  
Historical Context ◽  
The United States ◽  
High Income ◽  
American Empire ◽  
Research And Practice

U.S. teacher education has largely overlooked a sociopolitical-historical context that affects both immigrants and nonimmigrants: American empire. To address the pressing need for teacher education to acknowledge U.S. imperialism, the author stages an argument in three parts. First, she argues that the field should account for empire and its impact on immigrants, and suggests conceptualizing immigrants within a nuanced framework of white supremacy. Next, she relates her own immigrant counternarrative to expose masternarratives that operate against immigrants. By sharing her journey toward understanding imperialism and her own positionality, she also contributes an immigrant perspective to the field. Third, the author introduces the concept of imperial privilege, inviting the field to recognize and challenge masternarratives. The author concludes by inviting readers to historicize U.S. imperialism in their research and practice, and thus embrace more humanizing narratives. While the argument focuses on the United States, it also applies broadly to other high-income imperialist countries.

Teacher Education for Cultural and Linguistic Diversity in the United States

2019 ◽  
Author(s):  
Ann Mogush Mason ◽  
Bic Ngo
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teacher Educators ◽  
White Supremacy ◽  
Linguistic Diversity ◽  
The United States ◽  
Institutional Practices ◽  
Cultural And Linguistic Diversity ◽  
Individual Consciousness ◽  
Just Society

Teacher educators in the United States generally agree that teachers must be prepared to teach for cultural and linguistic diversity. In the first two decades of the 21st century, efforts to do so have occupied much of the literature in critical teacher education and have pervaded the institutional practices at many colleges and universities. However, not all approaches to teacher education for cultural and linguistic diversity demonstrate understanding of the role that white supremacy plays in maintaining structures and institutions that limit possibility in the lives of people of color. Even when teacher educators themselves are critically conscious of this role, institutions are often more powerful than individual consciousness. Specifically, because teacher education is located in institutions that are rooted in white supremacist practices, efforts to shift practices toward teacher education for cultural and linguistic diversity are typically swallowed up by the recuperative power of white supremacy. If teacher education is going to be part of building a more just society, it must orient itself explicitly to understanding the role it plays in maintaining white supremacy and then to mounting new efforts that can stand up to its recuperative power.

Dismantling White Privilege: The Black Lives Matter Movement and Environmental Justice in Canada

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Cheryl Teelucksingh
Keyword(s):  
United States ◽  
Critical Race Theory ◽  
Environmental Justice ◽  
White Supremacy ◽  
Jim Crow ◽  
The United States ◽  
Conceptual Tool ◽  
Public Monuments ◽  
Black Lives Matter ◽  
Jim Crow Era

On August 12, 2017, in Charlottesville, Virginia, alt-right/White supremacy groups and Black Lives Matter (BLM) supporters came face-to-face regarding what to do about public monuments that celebrate key figures from slavery and the Jim Crow era. White supremacists and White nationalists did not hide their racist ideologies as they demanded that their privileged place in history not be erased. The BLM movement, which challenges state-sanctioned anti-Black racism, was ready to confront themes of White discontent and reverse racism, critiques of political correctness, and the assumption that racialized people should know their place and be content to be the subordinate other.It is easy to frame the events in Charlottesville as indicative of US-specific race problems. However, a sense that White spaces should prevail and an ongoing history of anti-Black racism are not unique to the United States. The rise of Canadian activism under the BLM banner also signals a movement to change Canadian forms of institutional racism in policing, education, and the labor market. This article responds to perceptions that the BLM movement has given insufficient attention to environmental concerns (Pellow 2016; Halpern 2017). Drawing on critical race theory as a conceptual tool, this article focuses on the Canadian context as part of the author’s argument in favor of greater collaboration between BLM and the environmental justice (EJ) movement in Canada. This article also engages with the common stereotype that Blacks in Canada have it better than Blacks in the United States.

The Oxford Handbook of Preservice Music Teacher Education in the United States

2019 ◽  
Keyword(s):  
United States ◽  
Teacher Education ◽  
Music Education ◽  
State Level ◽  
The United States ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Education Faculty ◽  
Song Writing ◽  
Faculty And Administrators

The Oxford Handbook of Preservice Music Teacher Education in the United States aims to work from within the profession of music teacher education to push the boundaries of P-12 music education. In this book, we will provide all of those working in music teacher education—music education faculty and administrators, music researchers, graduate students, department of education faculty and administrators, and state-level certification agencies—with research and promising practices for all areas of traditional preservice music teacher preparation. We define the areas of music teacher education as encompassing the more traditional structures, such as band, jazz band, marching band, orchestra, choir, musical theater, and elementary and secondary general music, as well as less common or newer areas: alternative string ensembles, guitar and song-writing, vernacular and popular music, early childhood music, and adult learners

Excavating the Layers of Trauma in Homelands and Hostlands: Supporting Political Refugees in U.S. Schools

2021 ◽  
pp. 155545892199751
Author(s):  
Mehtap Akay ◽  
Reva Jaffe-Walter
Keyword(s):  
United States ◽  
Teacher Education ◽  
Education System ◽  
Home Country ◽  
The United States ◽  
Dominant Culture ◽  
Refugee Students ◽  
Political Refugees ◽  
Language And Education ◽  
Insight Into

This article details how a newly arrived Turkish refugee student navigates schooling in the United States. It highlights the trauma a purged Turkish families experience in their home country and their challenges as newcomers unfamiliar with their new country’s dominant culture, language, and education system. The case narrative provides insight into how children of Turkish political refugees are often overlooked in the context of U.S. schools, where teachers lack adequate training and supports. By illuminating one refugee family’s experiences in U.S. schools, the case calls for leaders to develop holistic supports and teacher education focused on the needs of refugee students.

Amidst pandemic and racial upheaval: Where Asian Americans Fit

2020 ◽  
pp. 1-17
Author(s):  
Whitney Hua ◽  
Jane Junn
Keyword(s):  
United States ◽  
Asian Americans ◽  
Racial Inequality ◽  
White Supremacy ◽  
The United States ◽  
Structural Racism ◽  
Global Pandemic ◽  
American Capitalism ◽  
Racial History ◽  
History Of

Abstract As racial tensions flare amidst a global pandemic and national social justice upheaval, the centrality of structural racism has renewed old questions and raised new ones about where Asian Americans fit in U.S. politics. This paper provides an overview of the unique racial history of Asians in the United States and analyzes the implications of dynamic racialization and status for Asian Americans. In particular, we examine the dynamism of Asian Americans' racial positionality relative to historical shifts in economic-based conceptions of their desirability as workers in American capitalism. Taking history, power, and institutions of white supremacy into account, we analyze where Asian Americans fit in contemporary U.S. politics, presenting a better understanding of the persistent structures underlying racial inequality and developing a foundation from which Asian Americans can work to enhance equality.

White Supremacy and Counseling Psychology: A Critical–Conceptual Framework

2019 ◽  
Vol 47 (4) ◽  
pp. 478-529 ◽  
Author(s):  
Patrick R. Grzanka ◽  
Kirsten A. Gonzalez ◽  
Lisa B. Spanierman
Keyword(s):  
United States ◽  
Social Justice ◽  
Counseling Psychology ◽  
White Supremacy ◽  
Theoretical Perspective ◽  
The United States ◽  
Helping Professions ◽  
White Clients ◽  
Racial Progress ◽  
Counseling Psychologists

The mainstreaming of White nationalism in the United States and worldwide suggests an urgent need for counseling psychologists to take stock of what tools they have (and do not have) to combat White supremacy. We review the rise of social justice issues in the field of counseling psychology and allied helping professions and point to the limits of existing paradigms to address the challenge of White supremacy. We introduce transnationalism as an important theoretical perspective with which to conceptualize global racisms, and identify White racial affect, intersectionality, and allyship as three key domains of antiracist action research. Finally, we suggest three steps for sharpening counseling psychologists’ approaches to social justice: rejecting racial progress narratives, engaging in social justice-oriented practice with White clients, and centering White supremacy as a key problem for the field of counseling psychology and allied helping professions.

scholarly journals Preservice Teachers’ Discursive Constructions of Cultural Practices in a Multicultural Telecollaboration

2019 ◽  
Vol 21 (1) ◽  
pp. 82 ◽  
Author(s):  
Baburhan Uzum ◽  
Bedrettin Yazan ◽  
Netta Avineri ◽  
Sedat Akayoglu
Keyword(s):  
United States ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Cultural Practices ◽  
The United States ◽  
Discursive Constructions

The study reports on a telecollaboration exchange between two teacher education classes in the United States and Turkey. In synchronous and asynchronous conversations, preservice teachers (PTs) engaged in social justice issues and made discourse choices that captured culture(s) and communities as diverse or essentialized. These choices were affected by PTs’ positionings and impacted how PTs connected to individuals only and/or to broader society.  PTs asked questions that created space for critical discussions and facilitated awareness of diversity, yet sometimes led to overgeneralizations. The study has implications for designing telecollaborations that promote language and practices to unpack the issues of social justice.

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