Thinking through the Flesh: A Critical Autoethnography of Racial Body Politics in Urban Teacher Education

Autor/in	Ohito, Esther O.
Titel	Thinking through the Flesh: A Critical Autoethnography of Racial Body Politics in Urban Teacher Education
Quelle	In: Race, Ethnicity and Education, 22 (2019) 2, S.250-268 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2017.1294568
Schlagwörter	Autobiographies; Ethnography; Race; Urban Teaching; Teacher Education; Racial Attitudes; Racial Bias; Critical Theory; Whites; Human Body; Preservice Teacher Education; African Americans; Preservice Teachers; Urban Education; Politics of Education; Educational Research; Conflict + Suchen Sie Ihr Suchwort? Autobiography; Autobiografie; Autobiographie; Ethnografie; Rasse; Abstammung; Urban education; Stadtteilbezogenes Lernen; Lehrerausbildung; Lehrerbildung; Rassenfrage; Racial discrimination; Rassismus; Kritische Theorie; White; Weißer; Menschlicher Körper; Lehramtsstudiengang; Afroamerikaner; Educational policy; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Konflikt
Abstract	Although the ubiquitous nature of whiteness has been scrutinized in research on teacher preparation in the United States, scholarship on how this concept impinges upon the field's overall culture, as well as on pedagogy, is scarce. Thus, I perform a critical autoethnographic study on the relationships among whiteness, pedagogy, and urban teacher education. The inquiry threads Critical Race Theory and feminist theorizing on (Black) bodies, affects, and assemblages, and extends from extant literature illustrating that the dichotomous thinking characteristic of whiteness undergirds the disembodied approaches to teaching and learning prevalent in teacher education programs. This, I discover, leaves one White pre-service teacher ill-equipped to discern and disrupt the materialization of whiteness in an (inter)corporeal encounter with a Black youth in an urban classroom. Additionally, a pedagogy of disembodiment hinders this pre-service teacher from developing robust understandings of how latent within his lived-in, socio-historically situated White body is the potent potential to exacerbate the psychic pain that racism inflicts upon the racially othered children and youth who navigate urban classrooms under the scorching glare of whiteness. These findings underpin my call for urban teacher educators to embrace a pedagogy of embodiment in order to build pre-service teachers' capacities to teach racially marginalized children and youth in ways that broaden the boundaries of the human beyond the scope of whiteness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01