"Why Do You Make Me Hate Myself?": Re-Teaching Whiteness, Abuse, and Love in Urban Teacher Education

Autor/in	Matias, Cheryl E.
Titel	"Why Do You Make Me Hate Myself?": Re-Teaching Whiteness, Abuse, and Love in Urban Teacher Education
Quelle	In: Teaching Education, 27 (2016) 2, S.194-211 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2015.1068749
Schlagwörter	Teacher Education; Whites; Racial Attitudes; Critical Theory; Race; Urban Education; Psychological Patterns; Minority Group Students; African American Students; Interdisciplinary Approach; Teacher Education Programs; Culturally Relevant Education; Teacher Student Relationship; Racial Relations; Social Justice + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; White; Weißer; Rassenfrage; Kritische Theorie; Rasse; Abstammung; Stadtteilbezogenes Lernen; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziale Gerechtigkeit
Abstract	Teacher educators are constantly trying to improve the field to meet the needs of a growing urban populace. Inclusion of socially just philosophies in the curriculum is indeed essential, yet it can mask the recycling of normalized, oppressive Whiteness. This reflective and theoretical paper employs critical race theory and critical Whiteness studies to deconstruct Whiteness, abuse, and love in teacher education. Using an interdisciplinary and emotion-based approach to understanding Whiteness, this paper examines how denying race during white childhood via a color-blind ideology leaves lasting emotional scars, impressions that perpetuate the institutional silencing of race in teacher education. This "abuse" is projected onto urban students of color and, more broadly, people of color. This paper asserts that until teacher education programs make confronting and exploring Whiteness a priority, they cannot truly love their urban students of color as complete beings and so deny humanity full and just consideration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01