“I don't think I'm a racist”: Critical Race Theory, teacher attitudes, and structural racism

Vaught, Sabina E.; Castagno, Angelina E.

doi:10.1080/13613320802110217

Cited by 198 publications

(101 citation statements)

References 24 publications

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“…The first, and largest, explores race and power, especially with respect to whiteness and urban education (Marx, 2006;Pennington, 2007;Vaught & Castagno, 2008). These studies by and large examine how White privilege affects the assumptions and the knowledge teachers construct about their students' abilities, behavior, or potential.…”

Section: Perspective 4: Identitymentioning

confidence: 99%

Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others

Fairbanks

Duffy

Faircloth

et al. 2009

Journal of Teacher Education

213

117

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As teacher educators, we have observed that knowledge alone does not lead to the kinds of thoughtful teaching we strive for. Puzzled by differences in the teaching practices of teacher candidates having similar professional knowledge, we explore what might account for these differences. We address what is necessary, beyond traditional forms of professional knowledge, to support the development of thoughtful teachers who are responsive to students and situations. We provide four perspectives, each drawn from areas in which we conduct our research, and suggest a need to move beyond knowledge in teacher education. Our aim is to explore questions about preparing thoughtful teachers and to challenge others to do the same. We postulate that self-knowledge and a sense of agency with the intent of purposefully negotiating personal and professional contexts may be as important, if not more important, than the more traditional conceptions of professional knowledge.

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Section: Perspective 4: Identitymentioning

confidence: 99%

Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others

Fairbanks

Duffy

Faircloth

et al. 2009

Journal of Teacher Education

213

117

View full text Add to dashboard Cite

show abstract

“…Indeed, through participation in these courses, students seemed to develop an understanding of a direct but implicit link between previous experiences with racial diversity and 'goodness' or non-racist-ness. Similarly, Kailin (1999) and Vaught and Castagno (2008) both found that some practicing teachers equated teaching students of colour as an assertion of anti-racism. Participants in the present study who had attended racially diverse high schools engaged in a parallel leap by claiming that their previous experiences with racially diverse peers automatically denoted a non-racist perspective.…”

Section: Theme 1: Participants Voiced Appreciation For Racial Diversimentioning

confidence: 99%

‘I’m not racist; my high school was diverse!’ white preservice teachers deploydiversityin the classroom

Pezzetti

2017

Whiteness and Education

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“…Teachers already hold a position of power over their students due to the hierarchy of the educational system. Yet based on their membership in the dominant group, white teachers may have additional cultural power over their students of color since whiteness and racism are entrenched in our schools (Vaught & Castagno, 2008). Along with the systemic racism in schools white teachers have had life-long support of their beliefs related to people of color, yet by developing "cultural competence and socio-political consciousness" teachers can become better educators (Picower, 2009, p. 199).…”

Section: Review Of the Literaturementioning

confidence: 99%

Pre-Service Foreign Language Teachers’ Awareness of White Privilege

McGowan

Kern

2016

Journal of Education and Training Studies

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Over the last several years teacher preparation programs have strived to adequately prepare pre-service teachers for more diverse populations in the classroom. However, little research has been done to examine the attitudes of pre-service teachers related to white privilege. This is the qualitative report from a mixed-methods study which examined those attitudes, the quantitative report has previously been published. The quantitative portion employed a pre/post-test survey surrounding interactive activities and found a significant change in participants" attitudes regarding social issues of privilege, such as racism and sexism (McGowan & Kern, 2014). This paper reports the ways pre-service foreign language teachers examined their understandings of white privilege. Students in a language methods course (N=19) participated in specific activities to explore how they relate privilege and oppression to their own lives and futures as teachers. A grounded theory approach was utilized to analyze the students" responses to questions regarding the activities. From the analysis, six major themes were discovered. Three themes indicated the affordances pre-service teachers gained from the activities regarding privilege. Whereas, the other three themes indicated possible challenges in regards to privileged thinking. Suggestions for further research include determining the long-term effects of the intervention and extending the instructional intervention length.

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“I don't think I'm a racist”: Critical Race Theory, teacher attitudes, and structural racism

Abstract: 2008) "I don't think I'm a racist": Critical Race Theory, teacher attitudes, and structural racism, Race Ethnicity and Education, 11:2, 95-113,

Cited by 198 publications

References 24 publications

Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others

Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others

‘I’m not racist; my high school was diverse!’ white preservice teachers deploydiversityin the classroom

Pre-Service Foreign Language Teachers’ Awareness of White Privilege

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