Interrogating Democracy, Education, and Modern White Supremacy: A (Re)Constitution toward Racially Just Democratic Teacher Education

Autor/inn/en	Matias, Cheryl E.; Hannegan-Martinez, Sharim; Heilig, Julian Vasquez
Titel	Interrogating Democracy, Education, and Modern White Supremacy: A (Re)Constitution toward Racially Just Democratic Teacher Education
Quelle	In: Teachers College Record, 124 (2022) 3, S.207-236 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1177/01614681221087000
Schlagwörter	Teacher Education; Whites; Power Structure; Advantaged; Racism; Democratic Values; Critical Theory; Race; Social Justice + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; White; Weißer; Rassismus; Kritische Theorie; Rasse; Abstammung; Soziale Gerechtigkeit
Abstract	Background/Context: Almost 100 years ago, John Dewey advocated for a democratic U.S. educational system, one that echoed the tenets of the U.S. Constitution and achieved an ethical ideal by inviting participation of all students. Yet the U.S. educational system continues to stop short of this goal insofar as students of Color--especially those in urban school districts--disproportionately face obstacles not so encountered by white students. Purpose/Focus of Study: If democracy in the United States is characterized by freedom, equality, and liberty, the inherent question is whether these rights are enjoyed in equivalent degrees among all citizens against the context of white nationalist marches, police brutality, racially targeted mass shootings, and racial bias in education and society. Setting: Despite historical strides in civil rights, today's United States has become increasingly racialized and--some would argue--indicative of a neo-fascist climate wherein whiteness and white supremacy prevail. Subjects: How does this racial tension manifest in teacher education, a field in which racialized whiteness is already so "overwhelming" and most teacher candidates are white? What is the current state of "democratic" education in the United States given the historical bias against students of Color? Can schools, educators, and advocates achieve Dewey's democratic ideal? Research Design: Using critical race theory and critical studies of whiteness, we theoretically explore a new "constitution" for the state of education, specifically teacher education, in today's climate to posit whether democratic education can truly exist in the midst of systemic racism. Conclusion/Recommendations: We consider examples from within both teacher education and U.S. society writ large to show associations among attitudes, dispositions, and ideologies as aligned with racialized whiteness and then offer more just recommendations for educators attempting to resist racism in order to create a more democratic educational space. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01