Charting a Way Forward: Intersections of Race and Space in Establishing Identity as an African-Canadian Teacher Educator

Autor/in	McNeil, Barbara
Titel	Charting a Way Forward: Intersections of Race and Space in Establishing Identity as an African-Canadian Teacher Educator
Quelle	In: Studying Teacher Education, 7 (2011) 2, S.133-143 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
Schlagwörter	Caring; Race; Racial Identification; Foreign Countries; Teacher Educators; Blacks; Teacher Education; Teacher Student Relationship; Gender Differences; Social Class; Teaching Experience; Schools of Education; Critical Theory; Feminism; Self Concept; Power Structure; College Faculty; Canada + Suchen Sie Ihr Suchwort? Care; Pflege; Sorge; Betreuung; Rasse; Abstammung; Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Black person; Schwarzer; Teacher student relationships; Lehrer-Schüler-Beziehung; Geschlechterkonflikt; Social classes; Soziale Klasse; Erziehungswissenschaftliche Fakultät; Kritische Theorie; Feminismus; Selbstkonzept; Fakultät; Kanada
Abstract	In Canada, most universities and their classrooms are often constructed as rational and neutral spaces where interaction between professors and students is free of the influences of race, class, and gender. Implicit in such a construction is the assumption that the university is a purely White space where students from the dominant racial group expect the professorate to be of similar race. The presence of a non-White teacher educator in such an environment disrupts such fictional constructions, generating tensions and resistance that complicate teaching and learning. This self-study describes my experience as an African-Canadian teacher educator and the intersections of race and space in a faculty of education landscape enmeshed in an ongoing struggle of decolonization. Along with self-study methodology, I use critical race theory and feminist post-structural theory to analyze the construction of my racial identity and relations of power in a White settler society. I explore how the intersection of race and space in my identity formation can be used to understand how my students are produced historically and culturally. The self-study provides insights into the production of teacher, student, and institution identities in a racialized place. It reveals how individuals and institutions are implicated in the work that needs to be done to enable diverse groups to interact meaningfully in critical, caring, and transformative ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10