Whiteness as a Dissonant State: Exploring One White Male Student Teacher's Experiences in Urban Contexts

Autor/inn/en	Behm Cross, Stephanie; Tosmur-Bayazit, Nermin; Dunn, Alyssa Hadley
Titel	Whiteness as a Dissonant State: Exploring One White Male Student Teacher's Experiences in Urban Contexts
Quelle	In: Journal of Teacher Education, 70 (2019) 4, S.306-318 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487118774038
Schlagwörter	White Students; Student Teachers; Teaching Experience; Urban Education; Urban Schools; Preservice Teacher Education; Racial Relations; Student Teaching; Racial Bias; Teacher Student Relationship; African American Students; Emotional Response; Student Teacher Attitudes + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Stadtteilbezogenes Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehramtsstudiengang; Lehrerausbildung; Teaching practice; Unterrichtspraxis; Racial discrimination; Rassismus; Teacher student relationships; Lehrer-Schüler-Beziehung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Emotionales Verhalten
Abstract	Studies on student teaching continue to suggest that preservice teachers' feelings of dissonance are related to disparate views of teaching and learning between universities and schools. Drawing on interview, artifact, and observation data, the authors utilize Cognitive Dissonance and Critical Whiteness Studies to make different sense of the experiences of one White student teacher (Brett). Results indicate that Brett experienced dissonance related to fractured relationships, misaligned teaching strategies, and disengagement as he taught youth of color. Importantly, the use of Critical Whiteness Studies helped to additionally reveal the way Whiteness affected Brett's movements toward consonance--mainly through rationalization and problematic notions of perseverance. The authors suggest that Whiteness itself is a dissonant state, and argue that conversations focused on dissonance from misaligned university theory and K-12 schooling practices is dangerously incomplete. Implications for research and practice are included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01