Aggressive and Tender Navigations

Teacher Educators Confront Whiteness in Their Practice

Dados Bibliográficos

ID4306787
AutoresSally Galman (University of Massachusetts Amherst, Amherst, MA,, autor correspondente), Cinzia Pica-Smith (Assumption College, Worcester, MA), Cinzia Pica‐Smith (Assumption College), Cynthia Rosenberger (University of Massachusetts Amherst, Amherst, MA)
Ano2010
Volume61
Fascículo3
Páginas225-236
Data de publicação2010-05-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Teacher Education (JOURNAL)
Identificadores do periódicoISSN: 0022-4871 • E-ISSN: 1552-7816
EditoraSAGE Publications Inc (PUBLISHER)
DOI10.1177/0022487109359776
OpenAlexW2023760047
IdiomaEN
Citações recebidas38
Referências citadas43

Although attention has been focused on transforming preservice teachers' beliefs and developing practice with antiracist pedagogy, this study suggests that similar attention should be paid to teacher educators' beliefs and practice. This article combines self-study of teacher education practices and focus group research to examine three elementary-level teacher educators' treatment of antiracist pedagogy. The findings paint a frank portrait of what happens when scholars fail to interrogate whiteness in teacher education. Lessons learned from the authors' struggle may provide illumination for teacher educators grappling with similar challenges

Art · Focus (optics) · Focus group · Mathematics education · Pedagogy · Portrait · Sociology · Teacher education · Teacher Preparation · Critical Race Theory in Education · Global Education and Multiculturalism · Psychology · Teacher Education and Leadership Studies