The 'I' in Identity: A White Future Teacher Confronts Race in an Urban School

Autor/inn/en	Farinde-Wu, Abiola; Alvarez, Adam J.; Allen-Handy, Ayana
Titel	The 'I' in Identity: A White Future Teacher Confronts Race in an Urban School
Quelle	In: Whiteness and Education, 5 (2020) 1, S.112-129 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-3406
DOI	10.1080/23793406.2019.1711149
Schlagwörter	White Teachers; Race; Urban Schools; Racial Identification; Student Diversity; Minority Group Students; Preservice Teachers; Preservice Teacher Education; African American Students; Racial Relations; Teacher Student Relationship; Self Concept; Secondary School Students; Public Schools; Racism + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehramtsstudiengang; Lehrerausbildung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstkonzept; Sekundarschüler; Public school; Öffentliche Schule; Rassismus
Abstract	A central issue teacher education programmes face is adequately preparing a majority White teacher population to address issues of race and diversity while meeting the varying academic needs of racially/ethnically diverse students. In examining the preparation of future educators, teacher education research confirms the importance of racial identity development; however, literature often omits the methods and strategies used to build racial consciousness and racial identities among preservice teachers. Considering this gap, this case study explores the identity development of a White future teacher participating in an educational initiative for underserved students of Colour. Through the lenses of teacher identity development and racial identity development theory, we found that in studying interviews and journal reflections our future educator showed increased racial awareness, influencing her pedagogical interactions with her Black students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01