'I Love a Curry': Student-Teacher Discourse around 'Race' and Ethnicity at a UK University

Autor/inn/en	Dunne, Linda; Kay, Virginia; Boyle, Rachel; Obadan, Felix; Lander, Vini
Titel	'I Love a Curry': Student-Teacher Discourse around 'Race' and Ethnicity at a UK University
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 44 (2018) 2, S.162-174 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dunne, Linda) ORCID (Kay, Virginia) ORCID (Boyle, Rachel) ORCID (Obadan, Felix) ORCID (Lander, Vini)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2017.1415514
Schlagwörter	Teacher Student Relationship; Discourse Analysis; Questionnaires; Race; Ethnicity; Language Usage; Criticism; Educational Policy; Student Teacher Attitudes; Semi Structured Interviews; Reflection; College Students; College Faculty; Whites; Critical Theory; Power Structure; Foreign Countries; Phenomenology; Observation; Preservice Teachers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Diskursanalyse; Fragebogen; Rasse; Abstammung; Ethnizität; Sprachgebrauch; Kritik; Politics of education; Bildungspolitik; Collegestudent; Fakultät; White; Weißer; Kritische Theorie; Ausland; Phenomenological psychology; Phänomenologie; Psychologie; Beobachtung
Abstract	This paper presents aspects of a small scale study that considered student teachers' language and discourse around race and ethnicity at a university in the northwest of England. The first part of the paper critiques current education-related policy, context and practice to situate the research and then draws upon aspects of critical race theory and whiteness theory as frames of reference. In the research, 250 student-teachers completed questionnaires that invited responses to statements about race and ethnicity and this was followed by two semi-structured group interviews. A discourse analysis approach was taken to analyse the language used in the questionnaire responses and, in particular, the group interviews. Recurrent discursive configurations were characterised by language that signified othering, correct knowledge, personalisation and discomfort. Hesitations and silences during group discussions perhaps intimated thinking time and also maybe a reluctance to talk about aspects of race and ethnicity, and what was not said remains significant. It is suggested that a reconstruction of a teacher/educator subjectivity that fosters self-reflection on values and racial positioning, is needed in teacher education, alongside critical examination of the silences and discomfort surrounding race and ethnicity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01