What is Critical Whiteness Doing in OUR Nice Field like Critical Race Theory? Applying CRT and CWS to Understand the White Imaginations of White Teacher Candidates

被引：116

作者：

Matias, Cheryl E. ^{[1
,2
]}

Viesca, Kara Mitchell ^{[3
]}

Garrison-Wade, Dorothy F. ^{[4
]}

Tandon, Madhavi ^{[5
]}

Galindo, Rene ^{[6
]}

机构：

[1] Univ Colorado, Educ Foundat & Urban Ecol, Denver, CO 80202 USA

[2] Univ Colorado, Program, Denver, CO 80202 USA

[3] Univ Colorado, Culturally & Linguistically Div Educ, Denver, CO 80202 USA

[4] Univ Colorado, Sch Educ & Human Dev, Denver, CO 80202 USA

[5] Univ Colorado, Denver, CO 80202 USA

[6] Univ Colorado, Sch Educ & Human Dev, Educ Fdn, Denver, CO 80202 USA

来源：

EQUITY & EXCELLENCE IN EDUCATION | 2014年 / 47卷 / 03期

关键词：

D O I：

10.1080/10665684.2014.933692

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Critical Race Theory (CRT) revolutionized how we investigate race in education. Centralizing counter-stories from people of color becomes essential for decentralizing white normative discourse-a process we refer to as realities within the Black imagination. Yet, few studies examine how whites respond to centering the Black imagination, especially since their white imagination goes unrecognized. We propose utilizing Critical Whiteness Studies (CWS) to support CRT to aid in deconstructing the dimensions of white imaginations. Our findings describe how the white imagination operates inside the minds of white teacher candidates, namely through their (a) emotional disinvestment, (b) lack of critical understanding of race, (c) resurgence of white guilt, and (d) recycling of hegemonic whiteness, all of which negatively impact their role in anti-racist teaching in urban schools.

引用

页码：289 / 304

页数：16