An Analysis of a White Preservice Teacher's Reflections on Race and Young Children within an Urban School Context

Autor/inn/en	Jackson, Tambra O.; Bryan, Michelle L.; Larkin, Melissa L.
Titel	An Analysis of a White Preservice Teacher's Reflections on Race and Young Children within an Urban School Context
Quelle	In: Urban Education, 51 (2016) 1, S.60-81 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085914542659
Schlagwörter	White Students; Preservice Teachers; Student Attitudes; Racial Attitudes; Minority Group Students; Teacher Student Relationship; African American Students; Elementary School Students; Teacher Effectiveness; Educational Experience; Racial Segregation; Urban Education; Socialization; Enrollment Trends; Trust (Psychology); Critical Theory; Teacher Education; Journal Writing; Desegregation Litigation; School Desegregation; South Carolina + Suchen Sie Ihr Suchwort? Schülerverhalten; Rassenfrage; Teacher student relationships; Lehrer-Schüler-Beziehung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungserfahrung; Rassentrennung; Stadtteilbezogenes Lernen; Socialisation; Sozialisation; Kritische Theorie; Lehrerausbildung; Lehrerbildung; Zeitschriftenaufsatz; Integrative Schule
Abstract	Building upon research that theorizes and documents students' perceptions of race, racial attitudes, and treatment by teachers, this article explores the impact of resegregation on how children of Color see and experience race in schools, specifically in relation to their teachers. Drawing upon our interpretations of a White preservice teacher's interactions with two African American elementary students, the students' awareness of her race, and their subsequent "racialized" perceptions of her effectiveness as a teacher, we explore the domino effects of racial and economic segregation on young children's schooling experiences, particularly as they relate to their relationships with teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01