Black Special Education Teacher Educators' Practice of Resistance

Autor/inn/en	Drame, Elizabeth R.; Pierce, Nigel P.; Cairo, Halle
Titel	Black Special Education Teacher Educators' Practice of Resistance
Quelle	In: Teacher Education and Special Education, 45 (2022) 1, S.27-42 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Drame, Elizabeth R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/08884064211070570
Schlagwörter	Special Education Teachers; African American Teachers; Social Justice; Racial Bias; Teacher Role; Teacher Education Programs; Barriers; Whites; Resistance (Psychology); Teacher Educators; Elementary Secondary Education; Teacher Competencies; Equal Opportunities (Jobs); Equal Education; African American Students; White Students; White Teachers; Educational Practices + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; African Americans; Afroamerikaner; Soziale Gerechtigkeit; Racial discrimination; Rassismus; Lehrerrolle; White; Weißer; Resistenz; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrkunst; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Student; Students; Schüler; Schülerin; Studentin; Bildungspraxis
Abstract	Many special education teacher preparation programs emphasize equity and social justice when preparing future educators who are well equipped to address racial disparities in education. Black special education teacher educators have an impactful role to play in the visioning of racially equitable teacher preparation programs, despite often being one of only a few in their departments, colleges, and institutions. The challenge, however, for these educators is navigating the pernicious, insidious, and deeply rooted barriers associated with Whiteness within predominantly White institutions. Using a DisCrit lens and Whiteness theories, the authors explored how Black teacher educators in special education experienced and disrupted the existence of Whiteness through qualitative interviews with individuals across the United States. These teacher educators presented their definition of quality special educators, as well as their recommendations for increasing racial equity in K-12 settings through preparing racial justice-focused special education teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01