Navigating Race in Science Teacher Education: The Counterstory of a Woman Faculty of Color

Autor/in	Rivera, Seema
Titel	Navigating Race in Science Teacher Education: The Counterstory of a Woman Faculty of Color
Quelle	In: Journal of Science Teacher Education, 33 (2022) 2, S.192-205 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rivera, Seema)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2021.2009622
Schlagwörter	Critical Theory; Race; Minority Group Teachers; Women Faculty; Racial Bias; Ethnicity; Teacher Educators; Science Teachers; Science Education; School Culture; Teacher Education Programs; Racial Composition; Private Colleges + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Frauenakademie; Weibliche Gelehrte; Racial discrimination; Rassismus; Ethnizität; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Schulkultur; Schulleben; Privathochschule
Abstract	This study uses Critical Race Theory and the Politics of Domestication as guiding frameworks to investigate the experiences of a Woman Faculty of Color science teacher-educator. The experiences focus on the status quo of race relations in science teacher education and how they are revealed through everyday practices, interactions, and the culture in a teacher education department. Two CRT tenets, racism is a normal part of society and interest convergence, highlight how science teacher education still primarily operates centered in whiteness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01