Voices from the Red States: Challenging Racial Positioning in Some of the Most Conservative Communities in America

Autor/inn/en	Han, Keonghee Tao; Scull, W. Reed; Nganga, Lydiah; Kambutu, John
Titel	Voices from the Red States: Challenging Racial Positioning in Some of the Most Conservative Communities in America
Quelle	In: Race, Ethnicity and Education, 23 (2020) 1, S.74-93 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2018.1468751
Schlagwörter	Race; Critical Theory; Power Structure; Governance; Whites; Minority Group Teachers; Rural Areas; Teacher Education Programs; Racial Relations; College Faculty; Racial Bias; Personnel Selection; Teacher Selection; Educational Environment; Racial Discrimination; Faculty Mobility; Faculty Promotion; Social Justice; Political Attitudes; Cultural Differences; Student Evaluation of Teacher Performance; Teacher Qualifications; Teacher Attitudes + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Kritische Theorie; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; White; Weißer; Rural area; Ländlicher Raum; Fakultät; Racial discrimination; Rassismus; Personalauswahl; Personalentscheidung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Racial bias; Soziale Gerechtigkeit; Political attitude; Politische Einstellung; Kultureller Unterschied; Lehrqualifikation; Lehrerverhalten
Abstract	Using positioning theory (PT) and critical race theory (CRT), we examine disparate power relations between White governance and faculty of color (FOC) in one rural American teacher education context. PT and CRT allow researchers to analyze how the positionings of White-Other have been historically rooted and impacting the meso-institutional policies/practices and the micro-individual relationships. Findings show that racial relations in academia does not exist in a social vacuum: the cyclical patterns of discrimination and rural racism have endured in university practices under study and shaped the current unequal power relations between White governance and FOC. We suggest changing the current policies and practices to include deliberate initiatives in hiring, retaining, and promoting FOC to leadership positions in teacher/higher education. We conclude that Whites and people of color must redouble efforts to form coalitions with one another that will advance progressive institutional practices and improve campus racial climates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01