Feeling and dealing: Teaching white students about racial privilege

被引：31

作者：

Lawrence, SM ^{[1
]}

Bunche, T ^{[1
]}

机构：

[1] BANK ST COLL EDUC, NEW YORK, NY USA

来源：

TEACHING AND TEACHER EDUCATION | 1996年 / 12卷 / 05期

关键词：

D O I：

10.1016/0742-051X(95)00054-N

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In order to determine to what extent a one-semester course in multicultural education could help white teacher education students develop a white anti-racist identity, interview data and course writings from five participants enrolled in Education 205 were collected and then analyzed qualatively according to attitudes and behaviours described in Helms (1990) [Black and white racial identity: Theory, research and practices. Westport, CT: Greenwood Press] model of white racial identity development. Results indicate that Education 205 seemed to served as a catalyst for development of students' racial identities, but more than one course is needed to guide and support white students as they progress towards further development of a positive white anti-racist identity. Copyright (C) 1996 Elsevier Science Ltd

引用

页码：531 / 542

页数：12

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