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The Urban Review
Published in: The Urban Review 2/2015

01-06-2015

On Being Named a Black Supremacist and a Race Traitor: The Problem of White Racial Domination and Domestic Terrorism in U.S. Teacher Education

Authors: Brenda G. Juárez, Cleveland Hayes

Published in: The Urban Review | Issue 2/2015

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Abstract

This article is concerned with the preparation of future teachers and the continued Whiteness of teacher education. Using the critical race theory methodology of counter-storytelling, this article presents a composite story to highlight and analyze how race and racism influence the preparation of future teachers in ways that typically sustain rather than challenge the Whiteness of education despite widespread self-reports of successful multicultural teacher education. While a great deal has been written about the need to better prepare future teachers for the multicultural realities of contemporary public schools, less examined is the modus operandi of race-based dominance in teacher education. This article seeks to use an examination of the intersections of White racial domination and the daily business of teacher preparation as a learning tool for pushing forward endeavors to prepare all teachers to successfully teach all students.
previous article Whiteness as Property: Innocence and Ability in Teacher Education
next article But Good Intentions are Not Enough: Preparing Teachers to Center Race and Poverty

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Metadata
Title
On Being Named a Black Supremacist and a Race Traitor: The Problem of White Racial Domination and Domestic Terrorism in U.S. Teacher Education
Authors
Brenda G. Juárez
Cleveland Hayes
Publication date
01-06-2015
Publisher
Springer Netherlands
Published in
The Urban Review / Issue 2/2015
Print ISSN: 0042-0972
Electronic ISSN: 1573-1960
DOI
https://doi.org/10.1007/s11256-014-0294-5

Other articles of this Issue 2/2015

The Urban Review 2/2015 Go to the issue

OriginalPaper

Whiteness as Property: Innocence and Ability in Teacher Education

OriginalPaper

Race, Isolation, and Exclusion: What Early Childhood Teacher Educators Need to Know About the Experiences of Pre-Service Teachers of Color

OriginalPaper

But Good Intentions are Not Enough: Preparing Teachers to Center Race and Poverty

OriginalPaper

Teacher Education and the Enduring Significance of “False Empathy”

EditorialNotes

Shifting the Center in Teacher Education: An Introduction to the Special Issue on Critical Race Theory and Teacher Education