Coaching Using Racial Literacy in Preservice Teacher Education

Autor/inn/en	Wetzel, Melissa Mosley; Daly, Annie; LeeKeenan, Kira; Svrcek, Natalie Sue
Titel	Coaching Using Racial Literacy in Preservice Teacher Education
Quelle	In: Journal of Literacy Research, 53 (2021) 4, S.539-562 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wetzel, Melissa Mosley) ORCID (Svrcek, Natalie Sue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X211052246
Schlagwörter	Preservice Teacher Education; Race; Racial Bias; Social Justice; Literacy Education; White Teachers; Coaching (Performance); Conferences (Gatherings); Teaching Methods; Knowledge Level; Language Usage; Racial Identification; Cultural Influences; Minority Group Students; Controversial Issues (Course Content); Student Attitudes; Power Structure; College Faculty; College Students + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Rasse; Abstammung; Racial discrimination; Rassismus; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Sprachgebrauch; Cultural influence; Kultureinfluss; Controversial issues; Kontroverse; Schülerverhalten; Fakultät; Collegestudent
Abstract	Drawing on a theoretical framework that centers race, racism, and anti-racism, this study explores a coaching conference in preservice literacy teacher education. In classrooms, teachers often encounter disruptions in the community; however, those disruptions are often seen as problems to be solved and are addressed without interrogating race discourses. This study builds on previous research that has explored how teachers engage in developing understandings about race in relation to their practice using discursive tools of racial literacy. We ask, How do three White teachers draw on race discourses that are racist and anti-racist within the context of one coaching event, a post-conference? Using critical discourse analysis, we describe and interpret how race discourses were drawn upon and disrupted in the conference. We conclude with a discussion of the racial literacy practices that have promise in this coaching context and in other professional settings. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01