Unraveling the Threads of White Teachers’ Conceptions of Caring

Repositioning White Privilege

Datos Bibliográficos

ID10855441
AutoresJulie L Pennington (0000-0002-2110-3207, University of Nevada, Reno, NV, USA), Cynthia Helen Brock (0000-0001-9468-5140, University of Nevada, Reno, NV, USA), Elavie Ndura (0009-0000-7903-2715, George Mason University, Fairfax, VA, USA)
Año2012
Volumen47
Número4
Páginas743-775
Fecha de publicación2012-07-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaUrban Education (JOURNAL)
Identificadores de la revistaISSN: 0042-0859 • E-ISSN: 1552-8340
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0042085912441186
OpenAlexW2158703662
IdiomaEN
Citas recibidas15
Referencias citadas54

This study explored two White inservice teachers’ understandings of Whiteness in relation to privilege and caring. A yearlong professional development set of courses used a multimodal construction of three significant course experiences designed to reposition Whiteness and illuminate White teachers’ predisposition to care for their students in ways aligned with their own conceptions of caring

Mathematics education · Pedagogy · Privilege (computing) · Professional development · Racism · Set (abstract data type) · Sociology · White (mutation) · White privilege · Communication in Education and Healthcare · Critical Race Theory in Education · Gender Studies · Psychology · Teacher Education and Leadership Studies