Troubling Practice: Exploring the Relationship between Whiteness and Practice-Based Teacher Education in Considering a Raciolinguicized Teacher Subjectivity

Autor/inn/en	Daniels, Julia R.; Varghese, Manka
Titel	Troubling Practice: Exploring the Relationship between Whiteness and Practice-Based Teacher Education in Considering a Raciolinguicized Teacher Subjectivity
Quelle	In: Educational Researcher, 49 (2020) 1, S.56-63 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X19879450
Schlagwörter	Stellungnahme; Teacher Education Programs; Racial Bias; Whites; Experiential Learning; Minority Group Teachers; Language Usage; Postmodernism; Student Teaching; Preservice Teacher Education; Cultural Influences; Standard Spoken Usage; English + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; White; Weißer; Experiental learning; Erfahrungsorientiertes Lernen; Sprachgebrauch; Postmoderne; Teaching practice; Unterrichtspraxis; Lehramtsstudiengang; Lehrerausbildung; Cultural influence; Kultureinfluss; Gesprochene Sprache; Umgangssprache; English language; Englisch
Abstract	In this essay, we argue that teacher education is increasingly marginalizing the relevance of teacher subjectivity and recentering Whiteness, especially in its uptake of practice-based teacher education. Whereas teacher subjectivity has been pushed to the margins of recent conversations about teacher education--and has therefore narrowed our understanding of the ideological and practical affordances and constraints of practice-based teacher education--we show that it must be centered in teacher education and understood as fundamental to all teachers' embodied practice. We draw from literature exploring critical Whiteness studies, raciolinguistics, poststructural understandings of teacher subjectivity, the experiences of teachers of Color and practice-based teacher education. By showing how a raciolinguicized teacher subjectivity has been marginalized, we simultaneously argue for the centrality of the role of subjectivity in shaping teaching and, therefore, in defining critical dimensions of what and how novice teachers need to learn. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01