Why Diversity Matters in Rural America: Women Faculty of Color Challenging Whiteness

Autor/inn/en	Han, Keonghee Tao; Leonard, Jacqueline
Titel	Why Diversity Matters in Rural America: Women Faculty of Color Challenging Whiteness
Quelle	In: Urban Review: Issues and Ideas in Public Education, 49 (2017) 1, S.112-139 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-016-0384-7
Schlagwörter	Critical Theory; Race; Whites; Social Bias; Racial Bias; Educational Environment; Teacher Educators; College Faculty; Rural Schools; Social Justice; Literacy Education; Mathematics Education; Women Faculty; Minority Group Teachers; Equal Opportunities (Jobs); Well Being; Work Environment; Equal Education; Civil Rights + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; White; Weißer; Racial discrimination; Rassismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Fakultät; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Soziale Gerechtigkeit; Mathematische Bildung; Frauenakademie; Weibliche Gelehrte; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Well-being; Wellness; Wohlbefinden; Arbeitsmilieu; Bürgerrechte; Grundrechte; Zivilrecht
Abstract	Using critical race theory as an analytical framework to examine White privilege and institutional racism, two teacher educators, in a rural predominantly White university tell counterstories about teaching for social justice in literacy and mathematics education courses. In sharing our counterstories in this paper, we, women faculty of color, challenge Whiteness and institutional racism with the hopes of: (1) promoting social justice teaching in order to globally prepare (pre-and-in-service) teachers and educational leaders to motivate and empower ALL students to learn; (2) dismantling racism to promote better wellbeing for women faculty of color; and (3) moving educational communities at large closer toward equitable education, which is a fundamental civil right. After analyzing the counterstories, we suggest that university leaders establish policies and practices to support (recruit, retain, and promote) faculty/leaders of color, not just mainstream academics. Working toward equity and justice, we strive to form alliances between Whites and Others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01