Critical Vigilance, Counter-Discourses, and Counter-Conduct: White Teachers' Attempt at Resistance at One 'No-Excuses' Urban Charter School

Autor/inn/en	Marsh, L. Trenton S.; Wilkerson, Amanda
Titel	Critical Vigilance, Counter-Discourses, and Counter-Conduct: White Teachers' Attempt at Resistance at One 'No-Excuses' Urban Charter School
Quelle	In: Teachers and Teaching: Theory and Practice, 27 (2021) 1-4, S.116-130 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marsh, L. Trenton S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2021.1933418
Schlagwörter	White Teachers; Teacher Attitudes; Educational Change; Resistance to Change; Zero Tolerance Policy; Urban Schools; Charter Schools; Teacher Student Relationship; African American Students; Hispanic American Students + Suchen Sie Ihr Suchwort? Lehrerverhalten; Bildungsreform; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Charter school; Charter-Schule; Teacher student relationships; Lehrer-Schüler-Beziehung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	Educational innovations such as 'no-excuses' charter schools have emerged as a discipline-focused approach to schooling as they are predicated on communicating high-expectations and personal responsibility. As 'no-excuses' charters are replicated across the United States as part of a neoliberal education reform policy, there continues to be prevailing stereotypes about the Black and Latinx populations in these spaces by teachers, the majority of whom are White. Yet not every White teacher within this context espouses the academic and behavioural socialisation associated with 'no-excuses' contexts. The findings of this phenomenological study suggest that White educators can become allies of Black and Latinx students but fail to create consistent affirming spaces due to an unrelenting implicit organisational pressure that we identify as 'no-excuses pressure,' that works against educators becoming full resistors and works against Black and Latinx students' full humanity. The paper concludes with implications on how to build critical resistance for all teachers, especially those within a 'no-excuses' context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01