Meaningful Ambivalence, Incommensurability, and Vulnerability in an Antiracist Project
Answers to Unasked Questions
Dados Bibliográficos
| ID | 4309693 |
|---|---|
| Autores | Jenna Min Shim (University of Wyoming, Laramie, USA, autor correspondente) |
| Ano | 2020 |
| Volume | 71 |
| Fascículo | 3 |
| Páginas | 345-356 |
| Data de publicação | 2020-05-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal of Teacher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Editora | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487119842054 |
| OpenAlex | W2936841555 |
| Idioma | EN |
| Citações recebidas | 11 |
| Referências citadas | 30 |
The author reports the findings from a yearlong antiracist project involving three White male preservice teachers in a Midwestern rural U.S. state. Drawing on second-wave White teacher identity literature and Emotional Tools of Whiteness, the project focuses on collaborative critical self-reflection to explore the participants' individual relationships with race and racism. The study reveals some important misconceptions relating to ambivalence, incommensurability, and vulnerability. The author attends to the participants' affective responses to the misconceptions and discusses how their affects are indicative of both larger social structures and of the way in which the project was conceptualized initially, focusing on the ideals and outcomes rather than the actual practice of engaging in the self-reflection. The author argues for the need to account for complexity of preservice teachers' experiences as they engage in antiracist work
Aesthetics · Ambivalence · Identity (music) · Pedagogy · Racism · Sociology · Vulnerability (computing) · White (mutation) · Communication in Education and Healthcare · Critical Race Theory in Education · Gender Studies · Psychology · Social Psychology · Teacher Education and Leadership Studies
Examining attributes of preservice teachers’ vulnerability
“It makes you nervous when you start talking about racism”
Translational Resources at Work
White shame and white ambivalence in learning to be a well‐started White anti‐racist science teacher
Why anti-racism and critical whiteness now ? A (tentative, subjunctive) conceptual geography of the empire of whiteness
A conflicted question
Increasing diversity and racial emotions on campus
Midwest nice and whiteness
Emotional Configurations of White Shame and White Ambivalence for White Interns in a Secondary Science Teaching Program
Predatory White Antiracism
Responding to Worldview Threats in the Classroom
Race, identity, and representation in education
Feeling White
Against Common Sense
Teacher Education and the Struggle for Social Justice
The Work of Multicultural Teacher Education
Second-Wave White Teacher Identity Studies
McIntosh as Synecdoche
Anti-Racist Scholarship
Chapter 4
The unexamined Whiteness of teaching
Voices of African‐American doctoral students in special education
Raceblindness in Mexico
Cross-Cultural Pedagogy and the Passion for Ignorance
Second-wave white teacher identity studies
Voices of teacher candidates of color on white race evasion
Exploring Whiteness and Multicultural Education with Prospective Teachers
Committed White Male Teachers and Identifications
Privilege, Power, and Difference
Racial Identities, Racial Enactments, and Normative Unconscious Processes
The Implicit Prejudiced Attitudes of Teachers
Digital Storytelling as Racial Justice
Acting on Beliefs in Teacher Education for Cultural Diversity
Teacher Reflection and Race in Cultural Contexts
Developing Cultural Critical Consciousness and Self-Reflection in Preservice Teacher Education
Educational Foundations
| Obras citantes distintas | 11 |
|---|---|
| Citações por ano | 2,2 |
| Intervalo de citações | 2021 - 2026 (6) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 11 |