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| Autor/in | Shelby-Caffey, Crystal V. |
|---|---|
| Titel | Uncomfortable Conversations with a Black Woman: Centering Examinations of Race, Power, and Privilege in Teacher Education Programs in the Wake of 45 |
| Quelle | In: Research Issues in Contemporary Education, 7 (2022) 2, S.72-89 (18 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2690-9251 |
| Schlagwörter | African Americans; Females; College Faculty; Preservice Teacher Education; Personal Narratives; Teaching Experience; Elections; Political Campaigns; Social Justice; Critical Theory; Race; Racial Bias; Racial Discrimination; Violence; Classroom Environment; Advantaged; Power Structure; Whites; Racial Relations |
| Abstract | Using a social justice framework provides opportunities to engage pre-service and in-service teachers in reflexive thinking centered on issues of access, equity, and social justice. This is particularly prudent in light of recently documented cases of injustice. In attempting to undertake a critical stance, there is value in embracing what Freire (2000) describes as "conscientization" or critical consciousness; acts which directly challenge marginalized thinking. In this time of post-truth politics, there is an even greater moral imperative to explore the covert and overt subversions being used to normalize the undermining of the BIPOC community and instructors whose work pushes students to confront issues of race, racism, marginalization and privilege. In this article, personal narratives are used to discuss an African American faculty member's experiences preparing teacher candidates before, during, and immediately following the 2016 election in the United States. (As Provided). |
| Anmerkungen | Louisiana Educational Research Association. e-mail: rice@leraweb.net; Web site: http://leraweb.net/ojs/index.php/rice |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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