A Case Study of Whiteness at Work in an Elementary Classroom

Autor/inn/en	Searle, Kristin A.; Tofel-Grehl, Colby; Hawkman, Andrea M.; Suárez, Mario I.; MacDonald, Beth L.
Titel	A Case Study of Whiteness at Work in an Elementary Classroom
Quelle	In: Cultural Studies of Science Education, 17 (2022) 3, S.875-898 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Searle, Kristin A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-022-10121-8
Schlagwörter	Whites; Elementary School Teachers; Culturally Relevant Education; Critical Race Theory; Science Instruction; Technology Integration; Grade 5; Males; Elementary School Science; Teaching Methods + Suchen Sie Ihr Suchwort? White; Weißer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 05; 5. Schuljahr; Schuljahr 05; Male; Männliches Geschlecht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	We are interested in how whiteness shaped one teacher's abilities to engage his elementary school students in culturally responsive pedagogy, especially his abilities to engage or avoid conversations about race-based inequities in an integrated technology unit focused on NGSS disciplinary practices. We draw upon culturally responsive pedagogy, critical race theory, and critical whiteness studies to understand the role of whiteness in a single case study of integrated elementary science teaching leveraging electronic textiles technology. The case study reported here is part of a larger study investigating how technology integration supports justice-centered science learning for elementary school teachers and their students in the Intermountain Region of the USA. The authors are white and Latino and all, but one, are former classroom teachers. Drawing on multiple data sources (field notes of classroom observations, interviews, transcripts of video-recorded classroom sessions), we developed a single descriptive case to illustrate shifts in teacher practice over time. We documented one white, male, fifth grade teacher's engagements with his students around issues of race as manifested in conversations about immigration, migration, and forced relocation in an integrated technology unit focused on NGSS disciplinary practices. This single case and the teacher perspectives it illustrates are resonant not only of our data but also the scholarly literature on white pre- and in-service teachers in the USA. We conclude with some practical recommendations for teacher professional development. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01