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The Urban Review

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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

verfasst von: Brenda G. Juárez, Cleveland Hayes

Erschienen in: The Urban Review | Ausgabe 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.

Vorheriger Artikel Whiteness as Property: Innocence and Ability in Teacher Education

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

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Titel: On Being Named a Black Supremacist and a Race Traitor: The Problem of White Racial Domination and Domestic Terrorism in U.S. Teacher Education
verfasst von: Brenda G. Juárez
Cleveland Hayes
Publikationsdatum: 01.06.2015
Verlag: Springer Netherlands
Erschienen in: The Urban Review / Ausgabe 2/2015
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI: https://doi.org/10.1007/s11256-014-0294-5

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Weitere Artikel der Ausgabe 2/2015

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Whiteness as Property: Innocence and Ability in Teacher Education

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

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