Teaching against the Grain as an Act of Love: Disrupting White Eurocentric Masculinist Frameworks within Teacher Education

Autor/inn/en	Reyes, Ganiva; Radina, Rachel; Aronson, Brittany A.
Titel	Teaching against the Grain as an Act of Love: Disrupting White Eurocentric Masculinist Frameworks within Teacher Education
Quelle	In: Urban Review: Issues and Ideas in Public Education, 50 (2018) 5, S.818-835 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-018-0474-9
Schlagwörter	Social Justice; Teacher Educators; Teacher Education Programs; Urban Schools; Feminism; Social Attitudes; Masculinity; Racial Differences; Minority Groups; Females; Teaching Methods; Educational Change; Racial Factors + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Feminismus; Social attidude; Soziale Einstellung; Männlichkeit; Rassenunterschied; Ethnische Minderheit; Weibliches Geschlecht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform
Abstract	What is radical love in teaching? How can radical love incite change and transformation within teacher education? What does radical love entail to prepare critically minded teachers for urban schools? In this conceptual paper, we respond to these questions through our individual and collective experiences as social justice oriented teacher educators preparing students to teach in urban schools. We engage with our womanist ways of knowing (Walker in In search of our mothers' gardens: womanist prose, Houghton Mifflin Harcourt, Boston, 2004) and "theory in flesh" (Moraga and Anzaldúa in This bridge called my back: writings by radical women of color, 2nd edn, Kitchen Table/Women of Color Press, New York, 1983) to collaboratively reflect and analyze our conversations, reflective journaling, meetings, and other telling moments about what it means to practice radical love in teaching. More specifically, we identify three central concepts of what love as an act of resistance or teaching against the grain entails: (1) vulnerability, (2) collective support and healing, and (3) critique. Through these concepts we offer a framework from which to practice radical love in teaching and work in solidarity with others to transform oppressive systems in urban (teacher) education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01