Responding to "Innocent" Racism: Educating Teachers in Politically Reflexive and Dialogic Engagement in Local Communities

Autor/inn/en	Pirbhai-Illich, Fatima; Austin, Theresa; Paugh, Patricia; Farino, Yvonne
Titel	Responding to "Innocent" Racism: Educating Teachers in Politically Reflexive and Dialogic Engagement in Local Communities
Quelle	In: Journal of Urban Learning, Teaching, and Research, 7 (2011), S.27-40 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-2077
Schlagwörter	Inservice Teacher Education; Teacher Educators; Racial Bias; Critical Theory; Race + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Racial discrimination; Rassismus; Kritische Theorie; Rasse; Abstammung
Abstract	This article develops the construct of "innocent racism" and argues for keeping questions of race central in teacher education. The authors report three cases in which they, teacher educators working within a school/university alliance, identified and addressed racism in their courses. We situate our analyses within antiracist research informed by Critical Race Theory (CRT) where the teacher education students and ourselves struggled to recognize and address racism. Critical episodes are reflectively analyzed to challenge both teacher educators' and teachers' beliefs. We demonstrate how race still matters because of the ways in which it intersects with our practices. Examples of struggles that address emerging positions on race, language, and educational processes inform teacher and faculty learning with important local and global implications. (As Provided).
Anmerkungen	AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://aera-ultr.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10