"It Doesn't Speak to Me": Understanding Student of Color Resistance to Critical Race Pedagogy

Autor/inn/en	Alemán, Sonya M.; Gaytán, Sarita
Titel	"It Doesn't Speak to Me": Understanding Student of Color Resistance to Critical Race Pedagogy
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 30 (2017) 2, S.128-146 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2016.1242801
Schlagwörter	Race; Critical Theory; Teaching Methods; Self Concept; Racial Identification; Student Attitudes; Disadvantaged; Racial Discrimination; Student Needs; White Students; Minority Group Students; Focus Groups; First Year Seminars; College Freshmen; School Holding Power; Program Descriptions; Student Diversity; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Schülerverhalten; Racial bias; Rassismus; Studienanfänger
Abstract	Scholars maintain that when race and racism are addressed as factors that continue to shape inequality in the classroom, white students often deny the validity of these claims, while Students of Color tend to feel empowered by them. However, drawing on open-ended interviews, focus group discussions, and survey data, we argue that some Students of Color resist critical race pedagogy and curriculum. Specifically, we identify and analyze how this push back is articulated through three triggers: (1) an entrenchment in majoritarian ideologies; (2) a disavowal of racialized oppression; and (3) a disinclination to scrutinize personal experiences marred by race. These dynamics illustrate what we call "resisting decolonization"--a reluctance to grapple with pedagogies that destabilize dominant ideologies about race and racism in schools and disrupt mainstream ideas regarding ethnic or racial identity. We introduce this concept in an attempt to hone critical race pedagogy to better address the needs of Students of Color who sometimes unknowingly participate in the marginalization of Populations of Color through deficit thinking or through the denial of the continuing significance of race. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01