Race Critical Action Research: 8th Grade Global Studies Teachers Move beyond the Status Quo to Address Issues of Race and Racism in Our Classrooms

Autor/in	Andrews van Horne, Katherine Margaret
Titel	Race Critical Action Research: 8th Grade Global Studies Teachers Move beyond the Status Quo to Address Issues of Race and Racism in Our Classrooms
Quelle	(2018), (187 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Minnesota
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4381-6889-3
Schlagwörter	Hochschulschrift; Dissertation; Critical Theory; Race; Action Research; Grade 8; Global Education; Racial Relations; Racial Attitudes; Whites; Minority Group Students; Females; Teaching Methods; Racial Identification; Teacher Student Relationship; Middle School Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kritische Theorie; Rasse; Abstammung; Projektforschung; School year 08; 8. Schuljahr; Schuljahr 08; Globales Lernen; Rassenfrage; White; Weißer; Weibliches Geschlecht; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende
Abstract	Research has shown that despite a recent emphasis on issues of race and racism in US society, White teachers struggle to construct adequate learning environments for their students of Color (Epstein, 2009; Martell, 2013; Sleeter, 2017). Further, Milner (2006) posits that when White teachers lose themselves in the "having of good intentions," their failure to act enshrines the status quo in classrooms. Using race-critical action research, the author presents the work of a group of White female teacher partners (n = 6) who collaborated over two years to critically examine the role of race and racism in their teaching practice. Data included transcripts of group meetings, reflective journals and interviews. Building on a framework of sociocultural and race-critical theories, the author explores the role that resistance and appropriation played as the teacher partners worked to improve their anti-racist teaching practice. Specifically, the teacher partners sought to defy deficit-thinking paradigms, redefine power in the classroom, and create a caring classroom climate. Through sociocultural and race-critical analyses, the author finds evidence of what Lensmire (2010) terms an "ambivalent" White racial identity; one that reveals itself to be both race-evasive and race-visible (Jupp and Lensmire, 2016) when enacting anti-racist teacher practice. The author concludes that collaboration and critical reflection are essential conditions for surfacing these paradoxes and deepening anti-racist teacher practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01