Countering Complacency With Radical Reflection

Supporting White Teachers in the Enactment of Critical Multicultural Praxis

Bibliographic Data

ID9729958
AuthorsTina M Durand (0000-0001-8353-4005, Boston University, MA, USA, corresponding author), Cassandra L Tavaras (Massachusetts General Hospital Center for Community Health Improvement, Boston, USA)
Year2021
Volume53
Issue2
Pages146-162
Publication date2021-02-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation and Urban Society (JOURNAL)
Journal identifiersISSN: 0013-1245 • E-ISSN: 1552-3535
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124520927680
OpenAlexW3035656223
LanguageEN
Citations received4
References cited41

Although White teachers can be effective teachers of racially diverse students, studies continue to document factors that can undermine their success, such as color-blindness and unawareness of racial privilege. We argue that these factors contribute to a sense of complacency among White teachers regarding the implementation of culturally affirming practices. In this review, we advance an argument for the need for radically reflective practices that are necessary for the constitution of effective educational praxis for White teachers who teach in urban classrooms of mostly Black and brown students. Using Critical Multiculturalism as a framework, we address a gap in the translation of theory to practice by providing a set of process-oriented strategies that are necessary for the constitution of teacher praxis that is both radically reflective and radically hopeful, and where complacency is not an option

Argument (complex analysis · Constitution · Critical race theory · Critical theory · Cultural pluralism · Multiculturalism · Pedagogy · Political science · Praxis · Racism · Sociology · Teacher education · White (mutation · White privilege · Critical Race Theory in Education · Gender Studies · Law · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies

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