| Autor: |
Baker, Timberly L., Howard, Joy |
| Předmět: |
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| Zdroj: |
Taboo: The Journal of Culture & Education; Winter2021, Vol. 20 Issue 1, p142-159, 18p |
| Abstrakt: |
Educational research and public narratives decry the urgent need to strengthen the preparation of teachers who work in urban schools. This article offers a critical analysis of the authors' course as a material response to a need to radically reimagine how we prepare teachers, presenting a Critical Race Praxis approach that focuses on the social construction of race. In an attempt to move theory into practice this article describes and analyzes approaches used to counter the whiteness of teaching in a diversity course. To create a picture of what these countermoves might look like in action, the authors share stories from a pilot project. Three pedagogical approaches were conceptualized and implemented: diversity by design, reflective practice and relational learning. The article discusses relevant literature for developing these pedagogical approaches. Then, we provide a snapshot of ourselves as teacher-researchers and motherscholars, and the context of the GHS221 project. Next, we offer our framework for counter-movements against the white racial frame. Finally, we offer lessons learned to scholars and teacher educators. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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