Pedagogies of critical race theory: Experimentations with white preservice teachers

Marx, Sherry; Pennington, Julie L.

doi:10.1080/0951839022000036381

Cited by 84 publications

(76 citation statements)

References 35 publications

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“…In antiracist education, racism is a pervasive, permanent, and "frequently unchallenged" phenomenon that has multiple meanings and manifestations (Akintunde 1999;Andersen 2001;Aveling 2002;Barnett 2000;Bonnett and Carrington 1996;Cross 2005;Croteau 1999;DiAngelo 2006;Gaine 2001;Giroux 1997a, b;Grillo and Wildman 1991;Harrison 1995;Jay 2005;King 1991;Lipsitz 1995;Locke and Kiselica 1999;Manglitz et al 2005;Marx and Pennington 2003;Michelman 1997;Patton 2004;Pruett 2002;Roediger 2001;Schacht 2001;Scheurich 1993a, b;Scheurich and Young 1998;Smith 1998). For example, it is an ideological practice that creates, then naturalizes, group distinctions based on phenotypic or other variations with the intent to establish relations of superiority and inferiority.…”

Section: Introductionmentioning

confidence: 98%

Antiracist Education in Theory and Practice: A Critical Assessment

Niemonen

2007

Am Soc

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Section: Introductionmentioning

confidence: 98%

Antiracist Education in Theory and Practice: A Critical Assessment

Niemonen

2007

Am Soc

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“…(MILNER & HOWARD, 2013, p. 542) Since the introduction of the CRT approach to education by LadsonBillings and Tate almost twenty years ago (1995, see also Ladson-Billings, 1998), many researchers have been using this approach within educational research as a theoretical and analytical framework (BELL, 2003;PARKER & STOVALL, 2004;GILLBORN, 2009;MARX AND PENNINGTON, 2003;MILNER, 2010;MILNER & HOWARD, 2013; and many others). The theoretical framework of CRT has also been used in the fields of TESOL and language education (FERREIRA, 2004(FERREIRA, , 2007(FERREIRA, , 2009(FERREIRA, , 2011MICHAEL-LUNA, 2009;KUBOTA & LIN, 2009;SANTOS, 2011;DIAS, 2013;LIGGETT, 2014;KUBOTA, 2015) After finishing my PhD in 2004(FERREIRA, 2004, in which I used the tenets of CRT to analyse my research data, I went back to teaching and I gradually introduced autobiographical narratives as part of the themes to be discussed in the MA course that I teach at UEPG.…”

Section: Autobiographical Narratives and Critical Race Theory In Langmentioning

confidence: 99%

Autobiographical narratives of race and racism in Brazil: Critical Race Theory and language education

Ferreira¹

2016

Muitas Vozes

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This research reflects the experiences of language teachers regarding race and racism in their lives in Brazil. The three main research objectives were to examine how these teachers personally encountered racism; what these teachers' narratives reveal about racism and the way that they reflect about their own racial identities; and finally, how the experiences of these teachers were transformed into action in their language classrooms and in their private lives. The theoretical framework used was based on Critical Race Theory (CRT), which was the basis for data analysis (LADSON-BILLINGS, 1998, LADSON-BILLINGS AND TATE, 1995. The methodology for data gathering was autobiographical narratives about these teachers' experiences of race and racism. The results showed that in one way or other these teachers faced issues of race and racism in their own homes, in schools as students, in university as students, as well as in their own working environments.

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“…Solomon, Portelli, Daniel and Campbell (2005) document how White teacher education candidates in Canada resist and downplay their own racial identities. Using an American lens, Marx and Pennington (2003) highlight the confounding relationship between being "good" and being "racist":…”

Section: Whiteness In a Colour-blind Societymentioning

confidence: 99%

The “Equity Waltz” in Canada: Whiteness and the informal realities of racism in education

Carr¹

2008

JCIE

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Canada has long perceived itself to be a country in which multiculturalism, and a concomitant respect for diversity, is a unique and defining feature of its identity. Although Canada is a de facto multicultural country, owing to its rapidly evolving demography and the explicit notion of multiculturalism enshrined in its Constitution, there remains a plethora of problems and issues related to equity, diversity and human rights. This paper explores the context and impact of racism in education within a framework that acknowledges and critically positions the predominance of Whiteness. The salience of identity, therefore, is a primary consideration to understanding how marginalized groups face systemic barriers in education. The concluding analysis sheds light on the educational policy process, and focuses on the notion of accountability for anti-racism and social justice in education within a time of neoliberal reforms. The paper is critical of the lack of attention, resources and comprehensive plans in place to ensure that all students benefit from a more holistic education that includes a focus on social justice.

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Pedagogies of critical race theory: Experimentations with white preservice teachers

Cited by 84 publications

References 35 publications

Antiracist Education in Theory and Practice: A Critical Assessment

Antiracist Education in Theory and Practice: A Critical Assessment

Autobiographical narratives of race and racism in Brazil: Critical Race Theory and language education

The “Equity Waltz” in Canada: Whiteness and the informal realities of racism in education

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