Counter-Narrative as Method: Race, Policy and Research for Teacher Education

Autor/inn/en	Milner, H. Richard, IV; Howard, Tyrone C.
Titel	Counter-Narrative as Method: Race, Policy and Research for Teacher Education
Quelle	In: Race, Ethnicity and Education, 16 (2013) 4, S.536-561 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2013.817772
Schlagwörter	Teacher Education; Racial Factors; Racial Attitudes; Ethnic Diversity; Minority Group Teachers; Teacher Educators; Course Content; Consciousness Raising; Teacher Recruitment; Teacher Persistence; Critical Theory; Social Theories; Racial Composition; Curriculum; Social Justice; Educational Research; Teacher Qualifications; Teaching Methods + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Rassenfrage; Teacher education; Education; Kursprogramm; Bewusstseinsbildung; Lehrerrekrutierung; Kritische Theorie; Gesellschaftstheorie; Curricula; Lehrplan; Rahmenplan; Soziale Gerechtigkeit; Bildungsforschung; Pädagogische Forschung; Lehrqualifikation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The authors argue for a research and conceptual agenda that complicates and disrupts common narratives in teacher education that have serious implications for race. Building on the pivotal work of legal scholar Derrick Bell and through a critical race theory (CRT) lens, this article challenges researchers to broaden and complexify traditional ideologies related to: (1) characteristics of ideal teachers recruited into the field; (2) the amount of time teachers should be expected to remain in the field through alternative programs such as Teach for America; (3) weight placed on teacher entrance examinations; (4) racial diversity of P-12 teachers; (5) racial and ethnic makeup of teacher educators; and (6) over-reliance on subject matter knowledge in teacher preparation to the exclusion of other aspects of learning to teach. The authors argue given the present racial divide in schools between teachers and students it is imperative for teacher education programs to complicate and intensify the utility of race in their recruitment, retention, and support of teacher education practices and policies. The authors offer a counter narrative framework and agenda to advance policy and research through a CRT lens. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10