A Privileged Perspective: How a Racially Conscious White Male Teacher Interacts with His Students

Autor/in	Bennett, Jacob S.
Titel	A Privileged Perspective: How a Racially Conscious White Male Teacher Interacts with His Students
Quelle	In: Whiteness and Education, 3 (2018) 1, S.56-75 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-3406
DOI	10.1080/23793406.2018.1433486
Schlagwörter	White Teachers; Males; Teacher Student Relationship; Minority Group Students; White Students; Critical Race Theory; Educational Environment; Racial Factors; Consciousness Raising; High School Teachers; High School Students; Teacher Attitudes + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bewusstseinsbildung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Lehrerverhalten
Abstract	The goal of this interpretive study was to further research in the field of Whiteness studies by empirically analysing how a racially conscious white male teacher interacts with his minoritised and White students. The teacher's classroom was examined using Critical Race and Cultural-Historical Activity Theory (CHAT). Two empirical assertions were developed based on the continual search for disconfirming evidence within interview and observational data. Results show the teacher participant created a learning environment in which his black minoritised students felt comfortable, trusted, and respected. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01