When Claiming to Teach for Social Justice Is Not Enough: Majoritarian Stories of Race, Difference, and Meritocracy

Autor/inn/en	Viesca, Kara Mitchell; Torres, Aubrey Scheopner; Barnatt, Joan; Piazza, Peter
Titel	When Claiming to Teach for Social Justice Is Not Enough: Majoritarian Stories of Race, Difference, and Meritocracy
Quelle	In: Berkeley Review of Education, 4 (2013) 1, S.97-122 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-5578
Schlagwörter	Social Justice; Race; Teacher Attitudes; Educational Practices; Critical Theory; Beginning Teachers; Academic Probation; Teaching Experience; Qualitative Research; Case Studies; Interviews; Observation; Task Analysis; Transcripts (Written Records); Merit Rating; Longitudinal Studies; Content Analysis; Masters Programs + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Rasse; Abstammung; Lehrerverhalten; Bildungspraxis; Kritische Theorie; Junior teacher; Junglehrer; Qualitative Forschung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Aufgabenanalyse; Analytische Arbeitsbewertung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Inhaltsanalyse; Magister course; Magisterstudiengang
Abstract	To understand how dominant messages about race and effective pedagogy impact teacher beliefs and practice, this study employs critical race theory (CRT) in a case study analysis of Rebecca Rosenberg, a mid-career entrant into the teaching profession who was terminated from her first job before the end of her district's probationary period. Despite believing she was teaching for social justice, being prepared in a program oriented toward social justice, and being hired in a school with a comparable mission, Rebecca's beliefs and practices affirmed uncritical perspectives of the status quo regarding race, schooling, and social ascendance. This research underscores the substantial work to be done in preparing teachers to be reflective of the overarching cultural myths and majoritarian stories that may guide their practice. (As Provided).
Anmerkungen	Berkeley Graduate School of Education, University of California, 5648 Tolman Hall, Berkeley, CA 94702. Tel: 510-328-3701; e-mail: bre_editor@berkeley.edu; Web site: http://www.berkeleyreviewofeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01