Masquerading as Equitable: Using White Teachers' Racist Communication to Guide Diversity Course Revisions

Autor/inn/en	Wilson, Chanelle; Soslau, Elizabeth
Titel	Masquerading as Equitable: Using White Teachers' Racist Communication to Guide Diversity Course Revisions
Quelle	In: Teaching Education, 33 (2022) 1, S.56-80 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2020.1808610
Schlagwörter	White Teachers; Graduate Study; Teacher Education; Diversity; Racial Bias; Consciousness Raising; Social Justice; Graduate Students; Online Courses; African American Teachers; Asynchronous Communication; Critical Theory; Race; Course Content; Curriculum Development; Computer Mediated Communication; Social Psychology; History; Assignments; Equal Education + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Lehrerausbildung; Lehrerbildung; Racial discrimination; Rassismus; Bewusstseinsbildung; Soziale Gerechtigkeit; Graduate Study; Student; Students; Studentin; Online course; Online-Kurs; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Kritische Theorie; Rasse; Abstammung; Kursprogramm; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Computerkonferenz; Sozialpsychologie; Geschichte; Geschichtsdarstellung; Assignment; Auftrag; Zuweisung
Abstract	Graduate programs for inservice teachers seeking additional credentialing often include a mandatory diversity course. One aim of these types of courses is to help teachers recognize and dismantle their racial biases in hopes that this self-reflection process will enable teachers to use antiracist teaching approaches and create classroom communities where all students feel safe, respected, and justly included in the classroom. We, two practitioner-researchers, both taught separate sections of one such mandatory graduate diversity course for inservice teachers. Instructor photos revealing our race (Author 1: Black, Author 2: White) were the only differences in the fully online, asynchronous course sections. After experiencing/witnessing graduate students' racial bias towards the Black instructor captured via informal communication posted to the 'Ask the Instructor' board, we investigated whether students' racial bias would be captured in graded coursework. Using both Cultural Historical Activity Theory (CHAT) and Critical Race Theory (CRT) we compared students' work samples from each course section and found that students' racial biases were not captured. Our findings help us problematize diversity courses hinged on broad-stroke equity frameworks. Thus, we use CRT to posit course revisions aimed at helping students develop post-racist mindsets and commit to anti-racist practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01