Acquiring Double Images: White Preservice Teachers Locating Themselves in a Raced World

Autor/inn/en	Seidl, Barbara L.; Hancock, Stephen D.
Titel	Acquiring Double Images: White Preservice Teachers Locating Themselves in a Raced World
Quelle	In: Harvard Educational Review, 81 (2011) 4, S.687-709 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Preservice Teachers; Racial Bias; Teacher Educators; Whites; Consciousness Raising; Social Attitudes; Social Justice; Minority Groups; Internship Programs; Attitude Change; Racial Differences; African Americans + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Teacher education; Education; Lehrerausbildung; Lehrerbildung; White; Weißer; Bewusstseinsbildung; Social attidude; Soziale Einstellung; Soziale Gerechtigkeit; Ethnische Minderheit; Berufspraktische Ausbildung; Attitudinal change; Einstellungsänderung; Rassenunterschied; Afroamerikaner
Abstract	In this article, Barbara Seidl and Stephen Hancock introduce the concept of a double image, which they argue is central to the development of a mature, antiracist identity for White people. Similar in some ways to Dubois's (1903) concept of "double consciousness," a double image is a sensibility or consciousness that gives White people a deeper understanding of how they are seen and raced by others, particularly People of Color. Drawing on eight years as antiracist teacher educators, Seidl and Hancock demonstrate how White preservice teachers in a cross-cultural internship begin to develop a double image, the obstacles they come across, and the pedagogies that can assist them in this process. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10