Attempts at Anti-Racist Teaching by White English Teachers of Black Students

Autor/inn/en	Schuman, Josephine G.; Reynolds, Dan
Titel	Attempts at Anti-Racist Teaching by White English Teachers of Black Students
Quelle	In: English Teaching: Practice and Critique, 22 (2023) 4, S.418-432 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1108/ETPC-05-2022-0071
Schlagwörter	Racism; Teaching Methods; White Teachers; English Teachers; African American Students; Intention; Experienced Teachers; Professional Identity + Suchen Sie Ihr Suchwort? Rassismus; Teaching method; Lehrmethode; Unterrichtsmethode; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin
Abstract	Purpose: Research has documented how white teachers often fall short of their anti-racist intentions. However, much of this research is done with preservice teachers or teachers across disciplines. The authors investigate stories in which white English teachers who teach substantial proportions of black students and who self-reported anti-racist goals nevertheless fell short of those goals. The purpose of the study is to understand the tensions between racial liberalism and racial literacy in their pedagogy. Design/methodology/approach: The authors snowball sampled 12 veteran white high school English teachers (3-27 years' experience) who taught in schools with substantial proportions of black students. The authors used a two-stage interview process to narrow the sample to 7 teachers who confirmed their anti-racist intentions and who wrote narratives of moments when they tried to be anti-racist, but the lesson failed in some way. The authors used a three-stage narrative analysis to analyze how racial liberalism and racial literacy were reflected in the narratives. Findings: The veteran English teachers, despite their anti-racist intentions, told narratives that reflected racial liberalism, portraying racism as an individual and interpersonal phenomenon. Some narratives showed teachers who had taken steps toward racial literacy, but no narratives showed a fully developed sense of racial literacy, portraying the layers of institutional and structural racism in English education. Originality/value: The sample suggests that veteran white English teachers are subject to similar limited racial literacies as novice teachers. While the authors found glimmers of racial literacy, they still note the work necessary to equip veteran English teachers with the racial literacies necessary for anti-racist instruction. The authors propose directions for teacher education, systemic support and professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01