Where All the Good Teachers Are Cape Verdean Americans: A White Teacher's Identity Positionings in an Urban Elementary School

Autor/in	Maddamsetti, Jihea
Titel	Where All the Good Teachers Are Cape Verdean Americans: A White Teacher's Identity Positionings in an Urban Elementary School
Quelle	In: Urban Review: Issues and Ideas in Public Education, 52 (2020) 1, S.100-126 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maddamsetti, Jihea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-019-00514-5
Schlagwörter	Language Teachers; Whites; Elementary School Teachers; Urban Schools; Racial Attitudes; Immigrants; Cultural Differences; Second Language Instruction; English Language Learners; Critical Theory; Racial Bias; Praxis; Culturally Relevant Education + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; White; Weißer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rassenfrage; Immigrant; Immigrantin; Immigranten; Kultureller Unterschied; Fremdsprachenunterricht; Kritische Theorie; Racial discrimination; Rassismus
Abstract	This study examines how a white language teacher's understanding of race affected her teaching practice in an urban elementary language classroom with predominantly Cape Verdean immigrant students. The teacher relied on her experiences teaching English in Namibia and her experiences learning Spanish in the United States and Afrikaans in Namibia to ground her practice, which focused on cultural difference and standard English language teaching without specific reference to race in the context of the United States. I adopt the theory of LangCrit, an intersection between Critical Race Theory, Critical Language Studies, and Positioning Theory, to first demonstrate that the teacher's justifications of her teaching practices were contradictory and conflicting, and in fact shows how, despite her good intentions, whiteness is imposed, assumed, or negotiated in the context of urban language classrooms. Based on these findings, I suggest possibilities for and constraints on using critical theory-oriented praxis in the classroom grounded in teachers' personal experiences to help teachers interrogate and disrupt whiteness in language classrooms. Without greater support from critically-oriented urban teacher educators, many white teachers with the best of intentions will continue to struggle in their search for culturally responsive and empowering pedagogies for immigrant English learners of color in urban school settings. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01