Constructions of Race in Brazil: Resistance and Resignification in Teacher Education

Autor/inn/en	Windle, Joel Austin; Muniz, Kassandra
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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