2002
DOI: 10.1207/s15327892mcp0402_3
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Changing the Face of Teaching: Barriers and Possibilities

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Cited by 13 publications
(13 citation statements)
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“…As several studies on minority teachers have suggested, they do not always feel comfortable invoking their own cultural ethos 1 among European American faculty/staff members, and they often experience explicit or implicit expectations to conform to particular norms e.g. pedagogy, speech, or dress that are representative of the European American teachers in their schools (Burant et al, 2002;Ladson-Billings, 2000;Mabokela & Madsen, 2003).…”
Section: Methodsmentioning
confidence: 99%
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“…As several studies on minority teachers have suggested, they do not always feel comfortable invoking their own cultural ethos 1 among European American faculty/staff members, and they often experience explicit or implicit expectations to conform to particular norms e.g. pedagogy, speech, or dress that are representative of the European American teachers in their schools (Burant et al, 2002;Ladson-Billings, 2000;Mabokela & Madsen, 2003).…”
Section: Methodsmentioning
confidence: 99%
“…Research studies that have examined the professional experiences of teachers of color across a number of school settings, and in predominantly white schools, have cited how they are often connected to racial incidents or troubling expectations or perceptions about these educators. Burant et al (2002) cite that teachers of color feel pressured to "be just like all the other (mainly Euro-American) teachers to be successful in the profession" (p. 6). The standard of teaching continues to be informed by Eurocentric constructions of instruction, knowledge, and social behaviors.…”
Section: The Racialized Experiences Of Teachers Of Colormentioning
confidence: 99%
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“…All teacher education programs, especially those serving minorities, must infuse critical thinking throughout the curriculum (Burant et al, 2002;Justice & Hardy, 2001;Pisani et al, 2002). However, more significantly, recent studies (Choy & Cheah, 2009) continue to find that teachers, in general, are not teaching critical thinking even though they think they are.…”
Section: Interpretation and Discussionmentioning
confidence: 99%
“…Hostile social circumstances present critical challenges for teachers who advocate fair practices and welcoming conditions for their students (Arce, 2004;Athanases & De Oliveira, 2007;Athanases & De Oliveira, 2008;Burant, Quiocho, & Rios, 2002;Katz, 1999;Nieto & Bode, 2008;Price & Valli, 2005;Varghese, 2008). In a study of 38 novice teachers whose pre-service education included specific coursework designed to prepare them to advocate for equity, Athanases and De Oliveira (2007) document that teachers' advocacy required persistence and sometimes confrontation with colleagues and administrators; furthermore, teachers often assessed the risk of their actions because they felt vulnerable in new jobs.…”
Section: Navigating School Contextsmentioning
confidence: 99%