Teacher Education and the Enduring Significance of "False Empathy"

Autor/inn/en	Warren, Chezare A.; Hotchkins, Bryan K.
Titel	Teacher Education and the Enduring Significance of "False Empathy"
Quelle	In: Urban Review: Issues and Ideas in Public Education, 47 (2015) 2, S.266-292 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-014-0292-7
Schlagwörter	Empathy; Critical Theory; Race; Whites; Women Faculty; Teacher Attitudes; Affective Behavior; Teacher Behavior; Teacher Education + Suchen Sie Ihr Suchwort? Empathie; Kritische Theorie; Rasse; Abstammung; White; Weißer; Frauenakademie; Weibliche Gelehrte; Lehrerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Teacher behaviour; Lehrerausbildung; Lehrerbildung
Abstract	The concept "False Empathy" posited by critical race theory luminary Richard Delgado ("Calif Law Rev" 84(1):61-100, 1996) easily obscures White teacher's good intentions to be effective educators of racially, culturally, and linguistically diverse students. It is argued here that critical race theory is useful for isolating and explaining how race and racism intersect the teaching and learning process. Thus, equipping White teacher candidates with the requisite skills needed to become even more aware of perspectives and behaviors reflective of false empathy. This paper explores how practicing White female teachers' conceptions and expressions of empathy in two separate studies suggest evidence of false empathy. Findings demonstrate that false empathy may show up in three phases of classroom interaction: pre-contact, contact, and post-contact. Implications and recommendations for teacher preparation are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01