Learning or Unlearning Racism: Transferring Teacher Education Curriculum to Classroom Practices

Cross, Beverly E.

doi:10.1207/s15430421tip4203_6

Cited by 75 publications

(46 citation statements)

References 7 publications

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“…Teachers may exhibit racist behaviors in their classrooms based on their "learned" beliefs and assumptions (B. Cross, 2003) about P-12 students that they actually learn in the teacher education classroom through instruction that has the best of intentions. Teacher education researchers cannot see the racist beliefs, but they are there; these beliefs may manifest themselves in the teachers' actions in their P-12 classrooms with their students.…”

Section: Teacher Education Researchmentioning

confidence: 99%

Race, Culture, and Researcher Positionality: Working Through Dangers Seen, Unseen, and Unforeseen

Milner

2007

Educational Researcher

975

661

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This author introduces a framework to guide researchers into a process of racial and cultural awareness, consciousness, and positionality as they conduct education research. The premise of the argument is that dangers seen, unseen, and unforeseen can emerge for researchers when they do not pay careful attention to their own and others' racialized and cultural systems of coming to know, knowing, and experiencing the world. Education research is used as an analytic site for discussion throughout this article, but the framework may be transferable to other academic disciplines. After a review of literature on race and culture in education and an outline of central tenets of critical race theory, a nonlinear framework is introduced that focuses on several interrelated qualities: researching the self, researching the self in relation to others, engaged reflection and representation, and shifting from the self to system.

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Section: Teacher Education Researchmentioning

confidence: 99%

Race, Culture, and Researcher Positionality: Working Through Dangers Seen, Unseen, and Unforeseen

Milner

2007

Educational Researcher

975

661

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“…Teacher preparation programs have had to adhere to rapidly evolving accreditation standards (e.g., NCATE, 2008) such as requiring faculty to (a) work collaboratively with members of professional learning communities and (b) commit to utilizing more culturally responsive practices in preparing teachers who will meet the needs of all learners. While many teacher education programs are designed to present pre-service teachers with knowledge about teaching throughout their coursework and field experience, much of what teacher residents (i.e., student teachers) learn does not prepare them to work in a pluralistic, complex, and global society (Cross, 2003). Nor, are many teachers afforded the opportunities to explore the role of culture in identity, learning, and community building, the core features of culturally responsive approaches to teaching and learning (Artiles & Kozleski, 2007).…”

mentioning

confidence: 99%

Teacher education in practice: reconciling practices and theories in the United States context

Kozleski

González

Atkinson

et al. 2013

European Journal of Special Needs Education

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This paper reports findings from an 18-month qualitative study that followed the experiences of nine teacher residents, their site professors, site coordinators, clinical teachers, and principals in three Professional Learning Schools (PLSes). The study examined the tensions that emerged as teacher preparation theory intersected with the context-bound realities of daily life in schools and the political constraints that diminish possibilities for inclusive education. The paper addresses implications for teacher preparation programs by reporting how teacher residents negotiated their understanding of and commitment for inclusive education through three themes: (a) critical reflection required, (b) learning is happening, and (c) troubling behavior. Intepreting these themes has implications for programmatic designs in teacher preparation.

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“…One of every three students enrolled in either elementary or secondary school is of racial or ethnic minority backgrounds, while nearly 87% of the teachers are White and female (Cross, 2003;Sleeter, 2001a;Villegas & Lucas, 2002). To illustrate the increasing diversity of students and families coming into our schools, a recent article in the Wall Street Journal reports that the United States is moving toward a majority minority.…”

Section: The Culture Dividementioning

confidence: 99%

Addressing the Achievement Gap and Disproportionality Through the Use of Culturally Responsive Teaching Practices

2012

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Culturally responsive practices in schools and classrooms have been shown to be an effective means of addressing the achievement gap as well as the disproportionate representation of racially, culturally, ethnically, and linguistically diverse students in programs serving students with special needs. While there has been much research discussing these issues, teachers and school staff lack clear examples and tools for best practices toward addressing these issues effectively. This research provides a practical tool to encourage teachers and school staff to engage in reflective, culturally responsive practice as well as highlighting the need to include a range of stakeholders in the process of developing, implementing, and evaluating tools for educational practice. ) poignantly illustrates the many injustices that continue to plague our education system. The inequitable distribution of resources, the underachievement of racially, culturally, ethnically, and linguistically diverse (RCELD) students, and further, the disproportionate representation of RCELD students in programs serving students with special needs, provides evidence of how far we have to go to realize a more just and equitable education for all of our students. Many researchers posit that a major cause of the underachievement of RCELD students, and the disproportionate representation of RCELD students in programs serving students with special needs, is the divide between home and school cultures.Schools and teachers who have adopted a culturally responsive pedagogy have the ability to act as change agents in their schools to help bridge the divide and encourage more equitable schooling experiences for RCELD Risko, Walker-Dalhouse, 2008). Furthermore, while there has been a recent influx in research discussing culturally responsive practice as a means of addressing inequity in education, teachers and school staff lack clear examples and tools for best practices that will aid them in addressing the achievement gap and disproportionality effectively within their schools and classrooms (Fiedler et al., 2008).The purpose of this article is to (a) clarify the need for Culturally Responsive Teaching practices in schools, to meet the needs of all students through the use of practical tools for teachers and school staff; (b) stress the importance of including a range of stakeholders in the process of developing tools and strategies for implementing CRT practices; and (c) present a model for how the voices of multiple stakeholders were used to develop, implement, and evaluate a "teacher-friendly" tool to encourage CRT practices in the current study. This tool is also provided in the appendix as a guide for educators to use in their schools. 1

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Learning or Unlearning Racism: Transferring Teacher Education Curriculum to Classroom Practices

Cited by 75 publications

References 7 publications

Race, Culture, and Researcher Positionality: Working Through Dangers Seen, Unseen, and Unforeseen

Race, Culture, and Researcher Positionality: Working Through Dangers Seen, Unseen, and Unforeseen

Teacher education in practice: reconciling practices and theories in the United States context

Addressing the Achievement Gap and Disproportionality Through the Use of Culturally Responsive Teaching Practices

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