Transgressive and negotiated White racial knowledge

Crowley, Ryan M.

doi:10.1080/09518398.2016.1174901

Cited by 46 publications

(32 citation statements)

References 38 publications

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“…As stated above, the data shared here relate to one prominent theme—the use of personal experience with race privilege to understand structural racism—that emerged from a larger study (Crowley, 2014). Patrick, Zach, and Michael drew upon a range of personal experiences to engage with the topics of race privilege and structural racism.…”

Section: Using Personal Privilege To Make Sense Of Structural Racismmentioning

confidence: 94%

“…These perspectives disrupt the archetype of the race-evasive White preservice teacher (McIntyre, 1997) and create more nuanced portraits of White racial identity (Lensmire, 2010). This analysis draws from a larger data set gathered during a semester-long critical case study (Rossman & Rallis, 2003) with a cohort of preservice teachers in an urban teaching preparation program at a large state university in the Southwestern United States (Crowley, 2014). The urban teaching preparation program focused on training teachers to work in a range of urban schooling environments.…”

Section: Methods and Participantsmentioning

confidence: 99%

“…Many of these studies—like this study—purposively selected White participants with inclinations toward having critical discussions about race. As a result, these studies tend to focus on possibilities (Crowley, 2014; McDonough, 2009) even while noting the in process (Buehler, Gere, Dallavis, & Haviland, 2009) and always incomplete (Raible & Irizarry, 2007) nature of White racial identity development.…”

Section: White Teachers Talking About Race Racism and White Privilegementioning

confidence: 99%

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White Teachers, Racial Privilege, and the Sociological Imagination

Crowley

2016

Urban Education

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The author draws from critical Whiteness studies and the sociological imagination to show how three White preservice teachers in an urban education program used personal experiences with racial privilege to understand structural racism. These stories depart from portrayals of race-evasive White teachers who struggle to engage with critical perspectives on race and racism. The participants’ stories—which openly critique meritocracy and color blindness—not only demonstrate possibility, but they also raise concerns about the use of personal experience by dominant groups and note how considerations of White privilege do not necessarily lead to an understanding of how one is complicit in the reproduction of White supremacy.

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Section: Using Personal Privilege To Make Sense Of Structural Racismmentioning

confidence: 94%

Section: Methods and Participantsmentioning

confidence: 99%

Section: White Teachers Talking About Race Racism and White Privilegementioning

confidence: 99%

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White Teachers, Racial Privilege, and the Sociological Imagination

Crowley

2016

Urban Education

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“…Many of the articles in our search showed that, in addition to adhering to ideas of meritocracy to explain racial inequality, PSTs and ISTs evaded discussions about race and racism, and were more likely to acknowledge other markers of identity as reasons for oppression (Crowley, 2016; Ullucci, 2012; Vaught & Castagno, 2008; Young, 2016). As mentioned earlier, Ullucci (2012) issued an autobiography assignment for PSTs to reflect on their racialized identities and how particular life experiences may have shaped their histories and understandings about race.…”

Section: Themes In Teacher Educators’ Race-visible Effortsmentioning

confidence: 99%

Race-Visible Teacher Education: A Review of the Literature From 2002 to 2018

Hambacher

Ginn

2020

Journal of Teacher Education

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In this review of the literature, we draw on critical race theory, critical whiteness studies, and critical pedagogy to examine teacher educators’ race-visible efforts in preservice teacher education and inservice teacher professional development. Our review specifically centers on race and racism in teacher education because race is often silenced or largely unaddressed in teacher education programs and teacher professional learning. Through a systematic search of electronic databases and a hand search of journals in this research area, we located 39 peer-reviewed articles published at the intersection of race, white teachers, and teacher education. Findings reveal the kinds of race-visible instructional practices used by teacher educators to scaffold race consciousness as well as larger themes teacher educators and education researchers encounter in their work related to race with preservice and inservice educators. We conclude with a discussion of our findings and offer future directions for continued research and practice.

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“…Amos, 2016;Matias, 2016), in-service and preservice teachers' racial learning (e.g. Boucher, 2016;Crowley, 2016), curriculum representations for race-visible teaching (e.g. Casey, 2016;Crowley, 2015), and whiteness pedagogies in-action (e.g.…”

Section: Second-wave Whiteness Pedagogies and Critical White Studiesmentioning

confidence: 99%

What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences

et al. 2018

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As editors of the special issue in Teaching Education titled What Is To Be Done with Curriculum and Educational Foundations' Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers, our purpose with this conceptual essay is twofold. First, we historicize and characterize the critical knowledges deployed in this special issue as a broad array of criticalities. Second, we provide a reading of these criticalities that together we tentatively call critical and decolonizing education sciences. In our discussion and conclusion, we focus on the dual challenges of developing work in critical and decolonizing education sciences: (a) better historicizing academic work and (b) clearly responding to demands of institutional praxis.

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Transgressive and negotiated White racial knowledge

Cited by 46 publications

References 38 publications

White Teachers, Racial Privilege, and the Sociological Imagination

White Teachers, Racial Privilege, and the Sociological Imagination

Race-Visible Teacher Education: A Review of the Literature From 2002 to 2018

What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences

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