Building pedagogues. White practicing teachers and the struggle for antiracist work in schools.

Autor/inn/en	Casey, Zachary A.; McManimon, Shannon
Titel	Building pedagogues. White practicing teachers and the struggle for antiracist work in schools.
Quelle	Albany: State University of New York Press (2020), IX, 236 S.Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	9781438479750 (gebundene Ausgabe); 9781438479743 (Taschenbuch); 9781438479767 (E-Book)
Schlagwörter	USA; Multicultural education; United States; Culturally relevant pedagogy; Anti-racism; Study and teaching; Race awareness; Teachers, White; Training of; Erziehung + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; USA; Pedagogy; Cultural behavior; Cultural behaviour; Relevance; Culture; Erziehungslehre; Kulturelles Verhalten; Relevanz; Kultur; Study; Studies; Teaching; Studium; Unterricht; Race; Abstammung; Teacher; Teachers; White; Lehrer; Lehrerin; Lehrende; Weißer; Training; Ausbildung
Abstract	Introduction: Who we are becoming -- What we read -- What we did -- Fears -- Personal change -- Relationships -- Tensions, or conflicts with colleagues in three movements -- White privilege -- Seeing and getting "it" -- Approaches and beliefs -- For the future of antiracist work with practicing teachers : from professional development to critical teacher learning. "Antiracist professional development for white teachers often follows a one-size-fits-all model, focusing on narrow notions of race and especially white privilege at the expense of more radical analyses of white supremacy. Frustrated with this model, Zachary A. Casey and Shannon K. McManimon, both white teacher educators, developed a two-year professional development seminar called "RaceWork" with eight white practicing teachers committed to advancing antiracism in their classrooms, schools, and communities. Drawing on interviews, field notes, teacher reflections, and classroom observations, Building Pedagogues details the program's theoretical and pedagogical foundations; Casey and McManimon's unique tripartite approach to race and racism at personal, local, and structural levels; learnings, strategies, and practical interventions that emerged from the program; and the challenges and resistance these teachers faced. As the story of RaceWork and a model for implementing it, the book concludes by reminding its audience of teachers, teacher educators, and researchers that antiracist professional development is a continual, open-ended process. The work of building pedagogues is an ongoing process"--Provided by publisher.
Erfasst von	Library of Congress, Washington, DC
Update	2022/2/04