Elementary Pre-Service Teachers' Practice of Racial Literacy: Analysis of Small Stories in Online Critical Inquiry Communities

Autor/in	Maddamsetti, Jihea
Titel	Elementary Pre-Service Teachers' Practice of Racial Literacy: Analysis of Small Stories in Online Critical Inquiry Communities
Quelle	In: Teaching Education, 33 (2022) 1, S.81-101 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2020.1813703
Schlagwörter	Elementary School Teachers; Preservice Teachers; Race; Racial Attitudes; Literacy; Racial Bias; Racial Relations; Computer Mediated Communication; Inquiry; Discourse Analysis; Preservice Teacher Education; Resistance (Psychology); Social Justice + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Rasse; Abstammung; Rassenfrage; Alphabetisierung; Schreib- und Lesefähigkeit; Racial discrimination; Rassismus; Computerkonferenz; Diskursanalyse; Lehramtsstudiengang; Lehrerausbildung; Resistenz; Soziale Gerechtigkeit
Abstract	Despite pedagogical efforts to promote preservice teachers' racial literacy, preservice teachers may resist critical racial pedagogies. Such resistance has serious, detrimental consequences in classrooms populated with students of Color. To study how interracial groups of preservice teachers (PSTs) engage with issues of race outside of their coursework and fieldwork, I investigated preservice teachers' engagement with race in discussing Claudia Rankine's "Citizen" in an informal online space. The preservice teachers were embedded in an urban emergent elementary school in a predominantly African-American community in the Southeastern U.S. I asked: (1) how do PSTs use their racial literacy in an online critical inquiry community? (2) how might we understand the possibilities and constraints of PSTs' practice of racial literacy? I found that some students continued to see issues of race and racism as an intellectual rather than a lived problem. Other students wrestled with their lived experiences of racism and those shared by their peers in response to their text. This work provides insight into how informal online spaces and small storytelling can be used to teach racial literacy, understand resistance, and implement antiracist action within teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01