But Good Intentions Are Not Enough: Preparing Teachers to Center Race and Poverty

Autor/inn/en	Milner, H. Richard; Laughter, Judson C.
Titel	But Good Intentions Are Not Enough: Preparing Teachers to Center Race and Poverty
Quelle	In: Urban Review: Issues and Ideas in Public Education, 47 (2015) 2, S.341-363 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-014-0295-4
Schlagwörter	Critical Theory; Social Theories; Race; Teacher Education Curriculum; Poverty; Teacher Competencies; Elementary Secondary Education; Curriculum Development; Correlation; Consciousness Raising; Minority Group Students + Suchen Sie Ihr Suchwort? Kritische Theorie; Gesellschaftstheorie; Rasse; Abstammung; Armut; Lehrkunst; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Korrelation; Bewusstseinsbildung
Abstract	Drawing from principles of critical race theory, the authors consider the curriculum of teacher education as a potential policy and practice site for centering the interconnections of race and poverty in the preparation of teachers. Several macro-level recommendations are advanced that might influence practices in teacher education and ultimately in P-12 classrooms. These policies suggestions include (1) Reform the curriculum of teacher education to emphasize a deeper study of race; (2) Reform the curriculum of teacher education to emphasize a deeper study of poverty; and (3) Reform the curriculum of teacher education to emphasize a deep study of the nexus between race and poverty. The authors conclude with the observation that although teachers and teacher educators tend to have good intentions, those intentions too often fail to meet the needs of Black and Brown students or students living in poverty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01