Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Bücher
Zeitschriften
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
SLX-Digitalkonferenz: Zukunftswerkstatt 2024

Mehr Umsatz mit Top-Kontakten

Am 7. Mai erfahren Sie, wie Vertriebsteams Leadgenerierung, Leadnurturing und Leadstrategien effizient steuern können.
Erweiterte Suche
Anmelden
nach oben
The Urban Review
Erschienen in: The Urban Review 1/2017

08.12.2016

Why Diversity Matters in Rural America: Women Faculty of Color Challenging Whiteness

verfasst von: Keonghee Tao Han, Jacqueline Leonard

Erschienen in: The Urban Review | Ausgabe 1/2017

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

Using critical race theory as an analytical framework to examine White privilege and institutional racism, two teacher educators, in a rural predominantly White university tell counterstories about teaching for social justice in literacy and mathematics education courses. In sharing our counterstories in this paper, we, women faculty of color, challenge Whiteness and institutional racism with the hopes of: (1) promoting social justice teaching in order to globally prepare (pre-and-in-service) teachers and educational leaders to motivate and empower ALL students to learn; (2) dismantling racism to promote better wellbeing for women faculty of color; and (3) moving educational communities at large closer toward equitable education, which is a fundamental civil right. After analyzing the counterstories, we suggest that university leaders establish policies and practices to support (recruit, retain, and promote) faculty/leaders of color, not just mainstream academics. Working toward equity and justice, we strive to form alliances between Whites and Others.
Vorheriger Artikel The Tensions Between Shared Governance and Advancing Educational Equity
Nächster Artikel Millennials, Technology and Perceived Relevance of Community Service Organizations: Is Social Media Replacing Community Service Activities?

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Jetzt informieren
Fußnoten
1
Microaggression is a term coined by psychiatrist and Harvard University professor Chester M. Pierce in 1970 to describe insults and dismissals he said he had regularly witnessed non-black Americans inflict on African Americans.
 
Literatur
Apple, M. W. (2004). Ideology and curriculum. New York: Routledge Falmer.
Bell, D. A. (1992). Faces at the bottom of the well: The permanence of racism. New York: Basic Books.
Blum, L. (2008). ‘White privilege’: A mild critique. Theory and Research in Education, 6(3), 309–321.CrossRef
Braddock, J. H. (1985). School desegregation and Black assimilation. Journal of Social Issues, 1(3), 9–22.CrossRef
Brown, K., & Jackson, D. D. (2013). The history and conceptual elements of critical race theory. In M. Lynn & A. D. Dixson (Eds.), Handbook of critical race theory in education (pp. 9–22). New York: Routledge.
Carr, P. R., & Lund, D. E. (2009). The unspoken color of diversity: Whiteness, privilege, and critical engagement in education. In S. R. Steinberg (Ed.), Diversity and multiculturalism: A reader (pp. 45–56). New York: Peter Lang.
Chang, M. J. (1993). Toward an Asian American legal scholarship: Critical race theory, poststructuralism, and narrative space. California Law Review, 81, 1241–1323. doi:10.​2307/​3480919.CrossRef
Chapman, T. K. (2007). Interrogating classroom relationships and events: Using portraiture and critical race theory in educational research. Educational Researcher, 36(3), 156.CrossRef
Chapman, T. K. (2011). A critical race theory analysis of past and present institutional processes and policies in teacher education. In A. F. Ball & C. A. Tyson (Eds.), Studying diversity in teacher education (pp. 237–256). New York: NY Rowman & Littlefield Publishers INC.
Cochran-Smith, M. (1995). Uncertain allies: Understanding the boundaries of race and teaching. Harvard Educational Review, 65(4), 541–570.CrossRef
Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York, NY: Teacher College Press.
Crenshaw, K. W. (1991). Mappings the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299.CrossRef
Crenshaw, K. W. (2011). Twenty years of critical race theory: Looking back to move forward. Connecticut Law Review, 43(5), 1253–1353.
Delgado, R. (1989). Storytelling for oppositionists and others: A plea for narrative. Michigan Law Review, 81, 2411–2441.CrossRef
Delgado, R., & Stefancic, J. (2012). Critical race theory: An introduction. New York: New York University Press.
DiAngelo, R. (2012). What does it mean to be White: Developing White Racial Literacy. New York: NY Peter Lang.
Dixson, A., & Dingus, J. (2007). Tyranny of the majority: Re-enfranchisement of African American teacher educators teaching for democracy. International Journal of Qualitative Studies in Education, 20(6), 639–654.CrossRef
Florio-Ruane, S. (2001). Teacher education and the cultural imagination: Autobiography, conversation, and narrative. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers.
Frankenberg, R. (1993). White women, race matters: The social construction of whiteness. Minneapolis: University of Minnesota Press.
Freeman, A. D. (1978). Legitimizing racial discrimination through antidiscrimination law: A critical review of Supreme Court doctrine. Minnesota Law Review, 62(6), 1049–1119.
Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.
Gay, G. (1993). Building cultural bridges: A bold proposal for teacher education. Education and Urban Society, 25(3), 285–299.CrossRef
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
Gillborn, D. (1996). Student roles and perspectives in anti-racist education: A crisis of white ethnicity? British Educational Research Journal, 22, 165–169.CrossRef
Grant, C., & Gibson, M. (2011). Diversity and teacher education: A historical perspective on research and policy. In A. F. Ball & C. A. Tyson (Eds.), Studying diversity in teacher education (pp. 19–62). New York: NY Rowman & Littlefield Publishers INC.
Gutiérrez y Muhs, G., Niemann, Y. F., González, C. G., & Harris, A. P. (Eds.). (2012). Presumed incompetent: The intersection of race and class for women in academia. Boulder, CO: University Press of Colorado.
Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. New York, NY: Routledge.
Gutstein, E. (2013). Driving while black or brown: A mathematics project about racial profiling. In E. Gutstein & B. Peterson (Eds.), Rethinking mathematics: Teaching social justice by the numbers (pp. 16–18). Milwaukee: Rethinking Schools.
Haberman, M. (1996). Selecting and preparing culturally competent teachers for urban schools. In J. Sikula, T. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education: A project of the Association of Teacher Education (pp. 747–760). New York: Simon & Schuster Macmillan.
Haddix, M. M. (2015). Cultivating racial and linguistic diversity in literacy teacher education: Teachers like me. New York: Routledge.
Han, K. T. (2011). Seeing through the eyes of others: Films, anime, and manga in teacher education programs. Journal of Educational Practices for Social Justice, 11–21.
Han, K. T. (2012). Experiences of faculty of color teaching in a predominantly White university: Fostering interracial relationships among faculty of color and White preservice teachers. International Journal of Progressive Education, 8(2), 25–48.
Han, K. T. (2013). “These things do not ring true to me”: Preservice teacher dispositions to social justice literature in a remote state teacher education program. The Urban Review, 45(2), 143–166. doi:10.​1007/​s11256-012-0212-7.CrossRef
Han, K. T. (2014). Moving racial discussion forward: A counterstory of racialized dynamics between an Asian-woman faculty of color and White preservice teachers in traditional rural America. The Journal of Diversity in Higher Education, 7(2), 126–146. doi:10.​1037/​a0036055.CrossRef
Han, K. T. (2015). Challenges in implementing critical literacy practices in remote rural teacher education programs. In B. Yoon & R. Sharif (Eds.), Critical literacy practice: Applications of critical theory in diverse settings. New York: Springer.
Han, K. T. (Under review). A demographic and epistemological divide: Problematizing diversity and equity education in traditional rural teacher education programs. Paper submitted to International Journal of Qualitative Studies in Education.
Han, K. T., Madhuri, M., & Scull, W. R. (2015). Two sides of the same coin: Preservice teachers’ dispositions towards critical pedagogy and social justice concerns in rural and urban teacher education contexts. The Urban Review, 47(4), 626–656. doi:10.​1007/​s11256-015-0327-8.CrossRef
Harris, C. I. (1993). Whiteness as property. Harvard Law Review, 106(8), 1707–1791.CrossRef
Horseman, R. (1997). Race and manifested destiny: The origins of American racial Anglo-Saxonism. In R. Delgado & J. Stefancic (Eds.), Critical White studies: Looking behind the mirror (pp. 139–144). Philadelphia: Temple University Press.
Irvine, J. (2003). Educating teachers for diversity: Seeing with a cultural eye. New York: Teachers College Press.
Janks, H. (2010). Literacy and power. New York, NY: Rutledge.
Kambutu, J., Rios, F., & Castaneda, R. C. (2009). Stories deep within: Narratives of U.S. teachers of color from Diasporic settings. Diaspora, Indigenous, and Minority Education, 3(2), 96–109.CrossRef
Kincheloe, J. L. (2009). Contextualizing the madness: A critical analysis of the assault on teacher education and schools. In S. L. Groenke & J. A. Hatch (Eds.), Critical pedagogy and teacher education in the neoliberal era: Small openings (pp. 19–36). Berlin: Springer.CrossRef
King, K. E. (1997). Dysconscious racism: Ideology, identity, and the miseducation of teachers. In R. Delgado & J. Stefancic (Eds.), Critical white studies looking behind the mirror (pp. 128–132). Philadelphia: Temple University Press.
Kohli, R. (2009). Critical race reflections: Valuing that experiences of teachers of color in teacher education. Race Ethnicity and Education, 12(2), 235–251.CrossRef
Kohli, R. (2014). Unpacking internalized racism: Teachers of color striving for racially just classrooms. Race Ethnicity and Education, 17(3), 367–387.CrossRef
Kosciw, J. G., Greytak, Bartkiewicz, E. A., Boesen, M. J., & Palmer, N. A. (2011). The 2011 national school climate survey: The experiences of Lesbian, gay, bisexual, transgender youth in our nation’s schools. Retrieved from: http://​www.​glsen.​org.
Kupchan, C. A. (2012). No one’s world: The West, the rising rest, and the coming global turn. New York, NY: Oxford University Press.CrossRef
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.CrossRef
Ladson-Billings, G. (1999). Preparing teachers for diverse student populations: A critical race theory perspective. Review of Research in Education, 24, 211–247.
Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools (2006 Presidential Address). Educational Researcher, 35(7), 3–12. doi:10.​3102/​0013189X03500700​3.CrossRef
Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children (2nd ed.). San Francisco: Jossey-Bass Publishing.
Ladson-Billings, G. (2013). Critical race theory—What is it? In M. Lynn & A. D. Dixson (Eds.), Handbook of critical race theory in education (pp. 34–47). New York, NY: Routledge.
Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68.
Lawrence, C. R. (1987). The id, the ego, and equal protection clause: Reckoning with unconscious racism. Stanford Law Review, 39(2), 317–388.CrossRef
Lea, V. (2009). Unmasking Whiteness in the teacher education college classroom: Critical and creative multicultural practice. In S. R. Steinberg (Ed.), Diversity and multiculturalism: A reader (pp. 57–76). New York: Peter Lang.
Leland, C., Lewison, M., & Harste, J. C. (2013). Teaching children’s literature: It’s critical. New York, NY: Routledge.
Leonard, J. (2008). Culturally specific pedagogy in the mathematics classroom: Strategies for teachers and students. New York & London: Routledge.
Leonard, J. (2009). “Still not saved”: The power of mathematics to liberate the oppressed. In D. B. Martin (Ed.), Mathematics teaching, learning, and liberation in the lives of Black children (pp. 304–330). New York: Routledge.
Leonard, J., Brooks, W., Barnes-Johnson, J., & Berry, R. Q., III. (2010). The nuances and complexities of teaching mathematics for cultural relevance and social justice. Journal of Teacher Education, 61(3), 261–270.CrossRef
Leonard, J., & Dantley, S. J. (2005). Breaking through the ice: Dealing with issues of diversity in mathematics and science education courses. In A. J. Rodriguez & R. Kitchen (Eds.), Preparing prospective mathematics and science teachers to teach for diversity: Promising strategies for transformative action (pp. 87–117). Mahwah, NJ: Lawrence Erlbaum.
Leonard, J., McKee, M., & Williams, Y. M. (2013). Not “Waiting for Superman”: Policy implications for Black children attending public schools. In J. Leonard & D. B. Martin (Eds.), The brilliance of Black children in mathematics: Beyond the numbers and toward new discourse (pp. 95–120). Charlotte, NC: Information Age Publishers.
Leonard, J., & Moore, C. M. (2014). Learning to enact social justice pedagogy in early childhood and elementary mathematics classrooms. Action in Teacher Education, 36(1), 76–95.CrossRef
Leonard, J., Walker, E. N., Cloud, V. R., & Russell, N. M. (2017). Mathematics literacy, identity, resilience and opportunity sixty years since Brown v. Board: Counternarratives of a five-generation family. In B. Polnick & B. Irby (Eds.), Girls and women of color in STEM: Navigating the double bind. Charlotte, NC: Information Age Publishers.
Leonardo, Z. (2004). The color of supremacy: Beyond the discourse of ‘white privilege’. Educational Philosophy and Theory: Incorporating ACCESS, 36(2), 137–152.CrossRef
Leonardo, Z., & Boas, E. (2013). Other kids’ teachers: What children of color learn from white women and what this says about race, Whiteness, and gender. In M. Lynn & A. D. Dixson (Eds.), Handbook of critical race theory in education (pp. 313–324). New York, NY: Routledge.
Leonardo, Z., & Porter, R. K. (2010). Pedagogy of fear: Toward a fanonian theory of safety in race dialogue. Race, Ethnicity, and Education, 13(2), 139–157.CrossRef
Leong, N. (2013). Racial capitalism. Harvard Law Review, 126(8), 2131–2226.
Levine-Rasky, C. (2010). Framing whiteness: Working through the tensions in introducing whiteness to educators. Race Ethnicity and Education, 3(3), 271–292.CrossRef
Lewison, M., Flint, A. S., Van Sluys, K., & Henkin, R. (2002). Taking on critical literacy: The journey of newcomers and novices. Language Arts, 79(5), 383–393.
Martin, D. B. (2000). Mathematics success and failure among African American youth: The roles of sociohistorical context, community forces, school influence, and individual agency. Mahwah, NJ: Lawrence Erlbaum.
Matias, C. E. (2013). On the ‘flip’ side: A teacher educator of color unveiling the dangerous minds of White teacher candidates. Teacher Education Quarterly, 40(2), 53–76.
Milner, H. R. (2006). Preservice teachers’ learning about cultural and racial diversity: Implications for urban education. Urban Education, 41(4), 343–375.CrossRef
Milner, H. R. (2010). What does teacher education have to do with teaching? Implications for diversity studies. Journal of Teacher Education, 61, 118–131.CrossRef
Milner, H. R., & Howard, T. C. (2013). Counter-narrative as method: Race, policy and research for teacher education. Race Ethnicity and Education, 16(4), 536–561.CrossRef
Pang, V. O., & Park, C. D. (2011). Creating interdisciplinary multicultural teacher education: Courageous leadership is critical. In A. F. Ball & C. A. Tyson (Eds.), Studying diversity in teacher education (pp. 63–80). New York: NY Rowman & Littlefield Publishers INC.
Perry, G., Moore, H., Edwards, C., Acosta, K., & Frey, C. (2009). Maintaining credibility and authority as an instructor of color in diversity education classrooms: A qualitative inquiry. The Journal of Higher Education, 80, 80–105. doi:10.​1353/​jhe.​0.​0030.CrossRef
Reid, L. D. (2010). The role of perceived race and gender in the evaluation of college teaching on RateMyProfessors.Com. Journal of Diversity Higher Education, 3(3), 137–152.CrossRef
Rodriguez, T. L. (2011). Stories of self, stories of practice: Enacting a vision of socially just pedagogy of Latino youth. Teaching Education, 22(3), 239–254.CrossRef
Scheurich, J. S. (2002). Anti-racist scholarship. Albany: State University of New York PRs.
Sellers, R. M., & Shelton, J. N. (2003). The role of racial identity in perceived racial discrimination. Journal of Personality and Social Psychology, 84(5), 1079–1092.CrossRef
Sleeter, C. E. (2008). Preparing White teachers for diverse students. In M. Cochran-Smith, S. Feiman-Nemeser, & D. J. McIntyre (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (pp. 559–582). New York: Routledge and Association of Teacher Education.
Sleeter, C. E., & Milner, H. R. (2011). Researching successful efforts in teacher education to diversify teachers. In A. F. Ball & C. A. Tyson (Eds.), Studying diversity in teacher education (pp. 81–104). New York: NY Rowman & Littlefield Publishers INC.
Solorzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-Story telling as an analytical framework for education. Qualitative Inquiry, 8(1), 23–44.CrossRef
Tate, W. F. (2000). Summary: Some final thoughts on changing the faces of mathematics. In W. G. Secada (Ed.), Changing the faces of mathematics: Perspectives on African Americans (pp. 201–207). Reston, VA: The Council.
Vargas, L. (1999). When the “Other” is the teacher: Implications of teacher diversity in higher education. The Urban Review, 31(4), 359–383.CrossRef
Vargas, L. (2002). Women faculty of color in the White classroom. New York: Peter Lang.
Vasquez, V., Tate, S. L., & Harste, J. C. (2013). Negotiating critical literacies with teachers: Theoretical foundations and pedagogical resources for pre-service and in-service contexts. New York: NY. Routledge.
Villegas, A., & Lucas, T. (2004). Diversifying the teacher workforce: A coherent approach. Albany: SUNY.
West, C. (1994). Race matters. New York: Knopf Doubleday.
Wiener, L. (2000). Research in the 90s: Implications for urban teacher preparation. Review of Educational Research, 70(3), 369–406.CrossRef
Yosso, T. J. (2006). Critical race counterstories along the Chicana/Chicano educational pipeline. New York, NY: Taylor & Francis Group.
Cisneros, S. (1991). The house on Mango Street. New York: Vintage Books.
Jimenez, F. (1997). The circuit. Boston: Houghton Mifflin Company.
Ryan, P. M. (2000). Esperanza rising. New York: Scholastic Inc.
Yang, G. L. (2008). American Born Chinese. New York: First Second Books.
Metadaten
Titel
Why Diversity Matters in Rural America: Women Faculty of Color Challenging Whiteness
verfasst von
Keonghee Tao Han
Jacqueline Leonard
Publikationsdatum
08.12.2016
Verlag
Springer Netherlands
Erschienen in
The Urban Review / Ausgabe 1/2017
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI
https://doi.org/10.1007/s11256-016-0384-7

Weitere Artikel der Ausgabe 1/2017

The Urban Review 1/2017 Zur Ausgabe

OriginalPaper

“If You Need Help, They are Always There for us”: Education for Refugees in an International High School in NYC

OriginalPaper

Transfer of Instructional Practices from Freedom Schools to the Classroom

OriginalPaper

Millennials, Technology and Perceived Relevance of Community Service Organizations: Is Social Media Replacing Community Service Activities?

OriginalPaper

The Tensions Between Shared Governance and Advancing Educational Equity

OriginalPaper

So It “Became White Activists Fighting for Integration?” Community Organizations, Intersectional Identities, and Education Reform

OriginalPaper

The Effects of the Great Recession on Educational Attainment: Evidence from a Large Urban High School District