"We Were Not Part of Apartheid": Rationalisations Used by Four White Pre-Service Teachers to Make Sense of Race and Their Own Racial Identities

Autor/in	le Roux, Adré
Titel	"We Were Not Part of Apartheid": Rationalisations Used by Four White Pre-Service Teachers to Make Sense of Race and Their Own Racial Identities
Quelle	In: South African Journal of Education, 34 (2014) 2, Artikel 778 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Social Change; Racial Segregation; Blacks; Whites; Racial Differences; Institutional Characteristics; Power Structure; Social Differences; Poverty; Advantaged; Preservice Teachers; Student Attitudes; Teacher Education; Qualitative Research; Indo European Languages; Females; Native Language; Foreign Countries; Interviews; Focus Groups; South Africa + Suchen Sie Ihr Suchwort? Sozialer Wandel; Rassentrennung; Black person; Schwarzer; White; Weißer; Rassenunterschied; Sozialer Unterschied; Armut; Schülerverhalten; Lehrerausbildung; Lehrerbildung; Qualitative Forschung; Indoeuropäisch; Weibliches Geschlecht; Ausland; Interviewing; Interviewtechnik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Despite fundamental reforms to South African education, large performance gaps still prevail between former black schools and former white schools. Nineteen years into a democracy and education in post-apartheid South Africa still retains a strong racial dimension between poorer communities and more affluent communities. Differential access to power and privilege in post-apartheid South Africa is the logical consequence of a racialised society, and the latter constitutes the context in which pre-service students have to make sense of their racialised subjectivities that ultimately affect their decisions and active agency to bringing about a less polarised society. In this paper, Bonilla-Silva's "structural theory of racism" is used as a theoretical lens to unpack the rationalisations used by four white pre-service teachers to make sense of race and their own racial identities. By claiming that they were not part of apartheid, the participants use various rationalisations to provide them with information to maintain a belief in white innocence in racism and to disengage them from structural racism. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01