"Lies My Teacher [Educator] Still Tells": Using Critical Race Counternarratives to Disrupt Whiteness in Teacher Education

Autor/inn/en	Aronson, Brittany; Meyers, Lateasha; Winn, Vanessa
Titel	"Lies My Teacher [Educator] Still Tells": Using Critical Race Counternarratives to Disrupt Whiteness in Teacher Education
Quelle	In: Teacher Educator, 55 (2020) 3, S.300-322 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2020.1759743
Schlagwörter	Critical Literacy; Race; Preservice Teacher Education; Preservice Teachers; Whites; Social Bias; Cultural Influences; Consciousness Raising; Critical Theory; History Instruction; Racial Bias; Minority Groups; Teacher Educators; Minority Group Teachers; Workshops; United States History; Textbooks; Childrens Literature; Documentaries; Program Effectiveness; Social Responsibility; Teacher Responsibility; Attitude Change; Student Attitudes + Suchen Sie Ihr Suchwort? Kritisches Lesen; Rasse; Abstammung; Lehramtsstudiengang; Lehrerausbildung; White; Weißer; Cultural influence; Kultureinfluss; Bewusstseinsbildung; Kritische Theorie; History lessons; Geschichtsunterricht; Racial discrimination; Rassismus; Ethnische Minderheit; Teacher education; Education; Lehrerbildung; Lernwerkstatt; Schulung; Textbook; Text book; Schulbuch; Lehrbuch; 'Children''s literature'; Kinderliteratur; Documentary film; Documentary films; Dokumentarfilm; Soziale Verantwortung; Lehrverpflichtung; Attitudinal change; Einstellungsänderung; Schülerverhalten
Abstract	The purpose of this study was to disrupt whiteness through the use of critical race counternarratives during a critical literacy workshop with middle-school preservice teachers. Over two years, 57 preservice teachers participated in and reflected on their experiences reading master narratives and viewing counternarrative texts in a critical literacy workshop. Students responded in a variety of ways that ranged from displacing responsibility for their ignorance about the counternarrative texts onto educational structures, to troubling their roles in reproducing oppressive school environments and considering action steps for future teaching. Our research has important implications for preservice teachers, teacher educators, and those interested in implementing preservice teacher educator curriculum using a critical race theory lens. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01