Literaturnachweis - Detailanzeige
| Autor/inn/en | Brown, Keffrelyn D.; Brown, Anthony L. |
|---|---|
| Titel | Useful and Dangerous Discourse: Deconstructing Racialized Knowledge about African-American Students |
| Quelle | In: Educational Foundations, 26 (2012) 1-2, S.11-26 (16 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1047-8248 |
| Schlagwörter | Stellungnahme; African American Students; Race; Teacher Education Programs; Cultural Differences; Educational Practices; Ethnic Groups; Discourse Analysis; Academic Achievement; Models; Elementary School Teachers; Secondary School Teachers |
| Abstract | Drawing from Michel Foucault's notion of "useful" and "dangerous" discourse coupled with the theory of racial knowledge, this article examines how two common counter-discourses about African-American students operate and create racial knowledge in education practice. By "counter-discourse", the authors refer to knowledge, theories, and histories that emerge as a direct challenge to commonly held deficit-oriented beliefs about racial groups and social phenomenon. They contend that while counter-discourses are useful to challenge problematic theories and practices, counter-discourses are not immune from dangers of their own. In a Foucauldian sense (Foucault & Rabinow, 1984), the authors maintain that counter-discourses are paradoxically both useful and dangerous. This article explores the double relational meanings of two contemporary counter-discourses: "oppositional culture theory" and the "cultural difference theory". They focus on these particular counter-discourses because they reflect common educational discourses used to understand African-American academic achievement. They illustrate how these discourses can operate in both useful and dangerous ways in teacher education. They conclude with a discussion about the complexities and implications of drawing from discourses that seek to improve, yet unintentionally may reinforce limiting, deficit thinking and ways to talk about and work with African-American students. Additionally, they offer three suggestions for how teacher education programs can help students understand and navigate between these counter-discourses. (ERIC). |
| Anmerkungen | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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