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The Urban Review
Erschienen in: The Urban Review 4/2018

12.03.2018

That’s Not Something We Have to Discuss: Interrupting Silences About Multiracial Students in Teacher Work

verfasst von: Joy Howard

Erschienen in: The Urban Review | Ausgabe 4/2018

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Abstract

The author asserts that the field of teacher education must begin a critical conversation to better prepare and support teachers in attending to the complexities of racialized identities, experiences, and perspectives of multiracial students in K12 schools. The author offers a review of literature relevant to multiracial students, and draws from the emerging theoretical framework of Multicrit (Harris in Int J Qual Stud Educ 29(6):795–813, 2016) to present monoracism, ahistoricism, colorism and intersectionality to analyze excerpts from three respective research studies. Each excerpt demonstrates an imperative to build a critical understanding of multiracial students within teacher work. The author concludes with implications for future research and practice.
Vorheriger Artikel Modeling Resilience in an Alternative Education Context

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Fußnoten
1
The term racialized denotes the socially constructed nature of identity, symbols and categories as opposed to a natural or biological reality.
 
3
The Office of Civil Rights (2016) noted that 21% of multiracial girls and 27% of multiracial boys served by IDEA were suspended; compared to 5 and 10% of their White peers respectively. Multiracial boys represent 2% of all students, but 4% of students expelled from school without educational services. Multiracial students are retained at disproportionate rates, and 21% of multiracial high school students are chronically absent.
 
4
I used the search terms multiracial, mixed and/or biracial and limited the years to 1999–2017 given the drastic changes since the 2000 U.S. census.
 
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Metadaten
Titel
That’s Not Something We Have to Discuss: Interrupting Silences About Multiracial Students in Teacher Work
verfasst von
Joy Howard
Publikationsdatum
12.03.2018
Verlag
Springer Netherlands
Erschienen in
The Urban Review / Ausgabe 4/2018
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI
https://doi.org/10.1007/s11256-018-0462-0

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