Collusion or Collision: Effects of Teacher Ethnicity in the Teaching of Critical Whiteness

Autor/inn/en	Smith, Heather Jane; Lander, Vini
Titel	Collusion or Collision: Effects of Teacher Ethnicity in the Teaching of Critical Whiteness
Quelle	In: Race, Ethnicity and Education, 15 (2012) 3, S.331-351 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2011.585340
Schlagwörter	African American Teachers; Racial Bias; Foreign Countries; White Students; Teacher Educators; Racial Differences; Ethnicity; Teacher Characteristics; Consciousness Raising; Whites; African Americans; Student Characteristics; Social Attitudes; Power Structure; Teacher Competencies; College Students; College Faculty; United Kingdom (England) + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Racial discrimination; Rassismus; Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Rassenunterschied; Ethnizität; Bewusstseinsbildung; White; Weißer; Social attidude; Soziale Einstellung; Lehrkunst; Collegestudent; Fakultät
Abstract	Educational inequities persist in England today. Initial teacher educators are therefore charged with facilitating student teachers' understanding of the issues pertaining to such inequities so they may work to disrupt them. Two lecturers at opposite ends of England, both with overwhelmingly White student cohorts, have approached this undertaking through the teaching of critical whiteness studies. This article exposes and explains the very different reactions of White student teachers to this approach given that one of the lecturers is Black and the other White. Explanations are viewed through a sociological framework which seeks to deconstruct normalized practices; in tandem with understandings of how whiteness operates to reinforce such normalization in order that inequitable power relations are reified. This revealed that student reactions were underpinned by racialised assumptions of teacher ability and motives, leading to collusion in whiteness for the White teacher and, for the Black teacher, a collision between her teaching and student perceptions of her role and values. (Contains 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10