Tending to the Heart of Communities of Color: Towards Critical Race Teacher Activism

Autor/inn/en	Matias, Cheryl E.; Liou, Daniel D.
Titel	Tending to the Heart of Communities of Color: Towards Critical Race Teacher Activism
Quelle	In: Urban Education, 50 (2015) 5, S.601-625 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085913519338
Schlagwörter	Critical Theory; Race; Epistemology; Activism; Urban Schools; Whites; Ideology; Minority Groups; Teaching Methods; Teacher Education; Teacher Leadership; Metacognition; Teacher Attitudes; Language Usage + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Erkenntnistheorie; Aktivismus; Politischer Protest; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; White; Weißer; Ideologie; Ethnische Minderheit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Lehrerfunktionsstelle; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lehrerverhalten; Sprachgebrauch
Abstract	Critical Race Theory and Critical Whiteness Studies assert colorblindness flourishes when most urban teachers who are White feel emotionally uncomfortable to engage in dynamics of race in the classroom. Colorblind ideology distorts urban teaching because it presumes (a) many White teachers are missionaries trained to save and (b) urban schools are pathological deficits that need to be "saved." We propose a "community of color epistemological approach" that draws from emotional strengths found inside urban communities of color and supports the pedagogical and emotional investment needed to (a) operate critical race activism inside urban classrooms and (b) disrupt the normalcy of Whiteness in schools. We present a counterstory of how one urban teacher engaged in critical race teacher activism. (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	2020/1/01