How Student Teachers (Don't) Talk about Race: An Intersectional Analysis

Autor/in	Young, Kathryn S.
Titel	How Student Teachers (Don't) Talk about Race: An Intersectional Analysis
Quelle	In: Race, Ethnicity and Education, 19 (2016) 1, S.67-95 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2013.831826
Schlagwörter	Student Teacher Attitudes; Racial Attitudes; Discourse Analysis; Attitudes toward Disabilities; Critical Theory; Race; Social Theories; Teacher Education Programs; Questionnaires; Medicine; Racial Bias; Social Class; Multicultural Education; Semi Structured Interviews; Socialization; Comparative Analysis; California + Suchen Sie Ihr Suchwort? Rassenfrage; Diskursanalyse; Kritische Theorie; Rasse; Abstammung; Gesellschaftstheorie; Fragebogen; Medizin; Racial discrimination; Rassismus; Social classes; Soziale Klasse; Multikulturelle Erziehung; Socialisation; Sozialisation; Kalifornien
Abstract	This study explores how student teacher talk about their students illuminates the identities ascribed to these same students. It uses a hybrid intersectional framework based on Disability Studies, Critical Race Theory, and Latino Critical Theory and methodologies (like examining majoritarian stories, counter-storytelling, coded talk, and post-civil rights race talk) to uncover how student teacher talk reveals oppressive discourses of race, disability (and language status). This article focuses on how the medicalization of disability facilitates student teachers not identifying the racialization of disability in school. It demonstrates the need for educational research to employ an intersectionality lens when exploring educational issues related to students' identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01