"What Is Critical Whiteness Doing in Our Nice Field Like Critical Race Theory?" Applying CRT and CWS to Understand the White Imaginations of White Teacher Candidates

Autor/inn/en	Matias, Cheryl E.; Viesca, Kara Mitchell; Garrison-Wade, Dorothy F.; Tandon, Madhavi; Galindo, Rene
Titel	"What Is Critical Whiteness Doing in Our Nice Field Like Critical Race Theory?" Applying CRT and CWS to Understand the White Imaginations of White Teacher Candidates
Quelle	In: Equity & Excellence in Education, 47 (2014) 3, S.289-304 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2014.933692
Schlagwörter	Critical Theory; Whites; Racial Bias; Role; Teaching Methods; Urban Schools; Teacher Education; Preservice Teachers; Race; Discourse Analysis; Psychological Patterns; Imagination; Student Attitudes; Coding; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Kritische Theorie; White; Weißer; Racial discrimination; Rassismus; Rollen; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerausbildung; Lehrerbildung; Rasse; Abstammung; Diskursanalyse; Schülerverhalten; Codierung; Programmierung
Abstract	Critical Race Theory (CRT) revolutionized how we investigate race in education. Centralizing counter-stories from people of color becomes essential for decentralizing white normative discourse--a process we refer to as realities within the Black imagination. Yet, few studies examine how whites respond to centering the Black imagination, especially since their white imagination goes unrecognized. We propose utilizing Critical Whiteness Studies (CWS) to support CRT to aid in deconstructing the dimensions of white imaginations. Our findings describe how the white imagination operates inside the minds of white teacher candidates, namely through their (a) emotional disinvestment, (b) lack of critical understanding of race, (c) resurgence of white guilt, and (d) recycling of hegemonic whiteness, all of which negatively impact their role in anti-racist teaching in urban schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10