Literaturnachweis - Detailanzeige
Autor/inn/en | Windle, Joel Austin; Muniz, Kassandra |
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Titel | Constructions of Race in Brazil: Resistance and Resignification in Teacher Education |
Quelle | In: International Studies in Sociology of Education, 27 (2018) 2-3, S.307-323 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0962-0214 |
DOI | 10.1080/09620214.2018.1444504 |
Schlagwörter | Teacher Education; Student Teachers; Minority Group Teachers; Qualitative Research; Diaries; Interviews; Racial Identification; Self Concept; Personal Narratives; Democracy; Multiracial Persons; Foreign Countries; Public Education; Networks; Student Teacher Attitudes; Blacks; Language Attitudes; English (Second Language); Second Language Learning; Racial Attitudes; Cultural Background; Racial Bias; Educational Policy; Access to Education; Immigrants; African Culture; Higher Education; Brazil; Haiti Lehrerausbildung; Lehrerbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Qualitative Forschung; Diary; Tagebuch; Interviewing; Interviewtechnik; Selbstkonzept; Erlebniserzählung; Demokratie; Mischling; Ausland; Öffentliche Erziehung; Black person; Schwarzer; Sprachverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Rassenfrage; Racial discrimination; Rassismus; Politics of education; Bildungspolitik; Education; Access; Bildung; Zugang; Bildungszugang; Immigrant; Immigrantin; Immigranten; Africa; Culture; Afrika; Kultur; Hochschulbildung; Hochschulsystem; Hochschulwesen; Brasilien |
Abstract | This paper reflects on racial identification in Brazil, considering how concepts of race travel internationally and are transformed locally. In light of the silencing of issues of race in Brazilian public education, we analyse the experiences of student teachers of colour participating in a professional development project coordinated by the authors. We report findings of a qualitative study arising from the project, based on reflective journals and interviews, and focusing on processes of racial resignification and resistance. The narratives produced by participants are situated in relation to dominant discourses of racial democracy and mixing, which deny the possibility of a politicised Afro-Brazilian identity. We show how hybrid identifications, drawing on cultural resources and networks that involve transnational circulation, are part of the construction of new social identities in the context of teacher education. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |