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

Cross, Beverly E.

doi:10.1353/tip.2003.0027

Cited by 11 publications

(17 citation statements)

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“…Research has shown that despite what they learn in uni versity courses, beginning teachers' early experiences in urban schools often serve to reinforce negative beliefs and create more cynical perspectives (Causey, Thomas, & Armento, 2000;Cross, 2003). These studies and oth ers suggest that school context plays a critical role in beginning teachers' experiences and socialization (Achinstein, Ogawa, & Speiglman, 2004;Flores, 2006;Flores & Day, 2006;Kelchtermans & Ballet, 2002;McGinnis, Parker, & Graeber, 2004) and amplify calls by Wideen, MayerSmith, and Moon (1998) for teacher educators to focus more attention on how the social and cultural conditions of school sites influence teacherstudent interactions.…”

Section: The Contextual Dimensions Of Cultural Competencementioning

confidence: 95%

Normalizing the Fraughtness

Buehler

Gere

Dallavis

et al. 2009

Journal of Teacher Education

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Preservice teachers seeking to develop cultural competence can face a struggle fraught with multiple challenges, even when they are committed to culturally relevant pedagogy. This article closely analyzes one White beginning teacher’s negotiations with cultural competence during a lesson in her student teaching semester, then traces how she made sense of that lesson in the weeks and months that followed. Findings indicate that taking on cultural competence posed both cognitive and affective challenges. More specifically, emotional responses to racialized situations, inner conflicts over Whiteness, and the dynamics of the school context combined to mediate the development of cultural competence. This study suggests that teacher educators should focus not only on the achievement of cultural competence but also on the struggle involved in enacting it. By giving more attention to how beginning teachers develop cultural competence, teacher educators will be better prepared to help beginning teachers normalize the fraughtness involved in the struggle.

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Section: The Contextual Dimensions Of Cultural Competencementioning

confidence: 95%

Normalizing the Fraughtness

Buehler

Gere

Dallavis

et al. 2009

Journal of Teacher Education

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“…Given evidence of the large and growing disconnect between the cultural experiences of public school teachers and public school students (Cross, 2003;Swartz, 2003), schools could benefit from exploring how to close this gap to provide more equitable opportunities for all students. Principle 2 therefore requires the examination of both broad educational objectives and disaggregated student outcomes.…”

Section: Principle 2: High Expectationsmentioning

confidence: 99%

Principles of Social Justice Education: The Social Justice Education in Schools Project

Carlisle

Jackson

George

2006

Equity & Excellence in Education

129

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“…Crosscultural experiences, however, might propel individuals to reflect on racial issues. For example, White pre-service teachers in diverse student teaching placements may preliminarily exhibit disorientation, confronting racism inherent in the context of the schools and in themselves (Cross, 2003;Helms, 1995;Ruggles-Gere, Buehler, Dallavis, & Shaw-Haviland, 2009;Tatum, 1994). When confronted with issues of race and racism, in the absence of fully developed teacher efficacy, pre-service teachers may default to negativity, blaming their students for creating their circumstances, which inevitably leads to achievement deficits (Cross, 2003).…”

Section: Wri: a Paradigm Shiftmentioning

confidence: 99%

Are My Students Like Me? The Path to Color-Blindness and White Racial Identity Development

Bloom

Peters

Margolin

et al. 2013

Education and Urban Society

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This study examines the White racial identity (WRI) development of preservice teachers in diverse and nondiverse student teaching placements. A qualitative design, using constant comparative analysis yielded salient themes/ categories. Our results provide evidence that experience in diverse settings might provide opportunities for individuals to reflect on issues of their own race and ethnicity in contrast to their students' backgrounds. Student teachers placed in more diverse settings showed evidence of WRI growth, as they became more cognizant of their heritage and their own privileges. We found that the level of diversity of student teaching field placements influenced White student teachers' perceptions of working with students of color. We propose that ongoing discussions will foster an awareness of the history of racism and discrimination in the United States that has created racial and educational inequities, which, in turn, will promote multicultural competence.

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

Cited by 11 publications

References 0 publications

Normalizing the Fraughtness

Normalizing the Fraughtness

Principles of Social Justice Education: The Social Justice Education in Schools Project

Are My Students Like Me? The Path to Color-Blindness and White Racial Identity Development

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