Inhabiting the "Tragic Gap": Pre-Service Teachers Practicing Racial Literacy

Autor/inn/en	Mosley, Melissa; Rogers, Rebecca
Titel	Inhabiting the "Tragic Gap": Pre-Service Teachers Practicing Racial Literacy
Quelle	In: Teaching Education, 22 (2011) 3, S.303-324 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2010.518704
Schlagwörter	Stellungnahme; Preservice Teacher Education; Childrens Literature; Race; Teacher Education Programs; Discourse Analysis; Racial Bias; Literacy; Teacher Educators; Preschool Teachers; Whites; Reading Strategies; Books; Clubs; Epistemology; Interviews; Social Justice; Racial Factors + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; 'Children''s literature'; Kinderliteratur; Rasse; Abstammung; Diskursanalyse; Racial discrimination; Rassismus; Alphabetisierung; Schreib- und Lesefähigkeit; Teacher education; Education; Lehrerbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; White; Weißer; Reading strategy; Leselernstufe; Lesetechnik; Book; Buch; Monographie; Monografie; Club; Klub; Erkenntnistheorie; Interviewing; Interviewtechnik; Soziale Gerechtigkeit
Abstract	Set in the context of a teacher education program, this study examined how three White pre-service teachers participate in book club discussions of children's literature. We asked: When White pre-service teachers are in a context that enables talk about race, racism and anti-racism, what do they talk about? What conceptual and discursive tools do they use? We were guided by these questions, along with theoretical perspectives of racial literacy, multicultural discourses and a form of critical discourse analysis referred to as "positive discourse analysis" or "reconstructive discourse analysis". Our analysis illustrates that the participants held two questions, what constitutes racism and what makes a person a White ally, without firm resolution in the form and function of their talk. Their discourses illustrate that racial literacy involves what teachers say and also a willingness to stand in the space of indeterminacy, which may create space for new social positions. We argue for a continued theorization of critical discourse analysis alongside of racial literacy and multicultural discourses. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10