The Permanence of Racism in Teacher Education (Reprinted from NSSE Yearbook, vol 114, pgs 75-102, 2015)

被引：0

作者：

Seriki, Vanessa D. Dodo ^{[1
]}

Brown, Cory T. ^{[2
]}

Fasching-Varner, Kenneth J. ^{[3
]}

机构：

[1] Loyola Univ Maryland, Sci & Urban Educ, Baltimore, MD 21210 USA

[2] Murray State Univ, Educ, Early Childhood & Elementary Educ Dept, Murray, KY 42071 USA

[3] Louisiana State Univ, Baton Rouge, LA 70803 USA

来源：

TEACHERS COLLEGE RECORD | 2015年 / 117卷 / 14期

关键词：

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Using the chronicles of three friends, this chapter presents a counterstory that sets the stage for the examination of racism in teacher education, within the United States of America, using critical race theory (CRT) as an analytical tool. The setting of these chronicles is during a time when postracial rhetoric in the United States was at its highest-just after the 2008 election of President Barack Obama. The three friends take the readers on a journey through their graduate experience in teacher education. and into their first faculty position in teacher education. Their experiences, as students and junior faculty, are akin to what many faculty and students of color and their White allies experience daily in teacher education programs across the United States. The analysis of their chronicle, using CRT, reveals that postracial discourse has disguised racism and racial microaggression in teacher education. Racial microaggression is as pernicious as other forms of racism and, through its passive aggressive orientation, validates institutional and individual lack of attention to issues of race.

引用

页码：75 / 102

页数：28

共 23 条

[1] Rural Youth Perspectives on Why Kids Disconnect (Reprinted from NSSE Yearbook, vol 114, pgs 83-102, 2015)
Pozzoboni, Kristen M.
[J]. TEACHERS COLLEGE RECORD, 2015, 117 (13): : 83 - 99
[2] Introduction to Student Voice in American Education Policy (Reprinted from NSSE Yearbook, vol 114, pgs 1-18, 2015)
Conner, Jerusha O.
Ebby-Rosin, Rachel
Brown, Amanda S.
[J]. TEACHERS COLLEGE RECORD, 2015, 117 (13): : 1 - 18
[3] We Fought for Fairness and Won (Reprinted from NSSE Yearbook, vol 114, pgs 59-66, 2015)
Bradley, Maceo
[J]. TEACHERS COLLEGE RECORD, 2015, 117 (13): : 59 - 63
[4] Student Voice and the Common Core (Reprinted from NSSE Yearbook, vol 114, pgs 39-58, 2015)
Yonezawa, Susan
[J]. TEACHERS COLLEGE RECORD, 2015, 117 (13): : 39 - 53
[5] "Planting the Seeds": The Influence of the Council on Education Policy and Practice (Reprinted from NSSE Yearbook, vol 114, pgs 153-170, 2015)
Bertrand, Melanie
Ford, Arlene J.
[J]. TEACHERS COLLEGE RECORD, 2015, 117 (13): : 189 - 202
[6] How Positioning Shapes Opportunities for Student Agency in Schools (Reprinted from NSSE Yearbook, vol 114, pgs 103-118, 2015)
York, Adam
Kirshner, Ben
[J]. TEACHERS COLLEGE RECORD, 2015, 117 (13): : 103 - 118
[7] Why the Post-Racial Is Still Racial: Understanding the Relationship Between Race and Education (Reprinted from NSSE Yearbook, vol 114, pgs 1-4, 2015)
Dixson, Adrienne D.
Donnor, Jamel K.
Reynolds, Rema E.
[J]. TEACHERS COLLEGE RECORD, 2015, 117 (14): : 1 - 4
[8] Post-Slavery? Post-Segregation? Post Racial? A History of the Impact of Slavery, Segregation, and Racism on the Education of African Americans (Reprinted from NSSE Yearbook, vol 114, pgs 53-74, 2015)
Span, Christopher M.
[J]. TEACHERS COLLEGE RECORD, 2015, 117 (14): : 53 - 74
[9] Feet to the Fire: New Orleans Kids Rethink Their Devastated School System (Reprinted from NSSE Yearbook, vol 114, pgs 221-236, 2015)
Wholey, Jane
Burkes, Betty
[J]. TEACHERS COLLEGE RECORD, 2015, 117 (13): : 221 - 236
[10] Combining Youth Organizing and Youth Participatory Action Research to Strengthen Student Voice in Education Reform (Reprinted from NSSE Yearbook, vol 114, pgs 153-170, 2015)
Dolan, Tom
Christens, Brian D.
Lin, Cynthia
[J]. TEACHERS COLLEGE RECORD, 2015, 117 (13): : 153 - 170

← 1 2 3 →