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Autorende Freitas, Elizabeth; McAuley, Alexander
TitelTeaching for Diversity by Troubling Whiteness: Strategies for Classrooms in Isolated White Communities
QuelleIn: Race, Ethnicity and Education, 11 (2008) 4, S.429-442 (14 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1361-3324
SchlagwörterForeign Countries; Media Literacy; Whites; Cultural Awareness; Cultural Pluralism; Identification (Psychology); Teacher Attitudes; Power Structure; Social Attitudes; Social Theories; Equal Education; Resistance (Psychology); Racial Factors; Ethnicity; Consciousness Raising; Student Teacher Attitudes; Attitude Change; Canada
AbstractThis paper explores strategies to help prepare pre-service teachers from a predominantly white, relatively isolated island in Atlantic Canada to teach for diversity. The paper proposes a modified framework for "teacher identity development" that pivots around three foci for enhancing teacher awareness and commitment to action: (1) relations of power and privilege; (2) youth culture and critical media literacy; (3) theory as an interpretive tool. These foci contribute to a "pedagogy of discomfort" through which white pre-service teachers confront their resistance to and complicity in the inequities that play themselves out in the school system. The ongoing capacity to sustain the emotional labour of confronting this discomfort is seen as critical to making a positive difference. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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