Charting a Way Forward: Intersections of race and space in establishing identity as an African-Canadian teacher educator

McNeil, Barbara

doi:10.1080/17425964.2011.591137

Cited by 37 publications

(5 citation statements)

References 7 publications

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“…Given the dearth of research in England, this article draws from the USA and North America (Bhopal, 2015;Brockenbrough, 2012aBrockenbrough, , 2012bLewis and Toldson, 2013;Lynn, 2006aLynn, , 2006bMcNeil, 2011) to examine how social and teacher identities are (re)established and (re)formed in the early phases of black male teacher careers. The study reported here privileges and foregrounds the voices of black males as they seek to establish themselves in the teaching profession, and reveals the labour they expend in (re)negotiating their social and professional identities in schools.…”

Section: Introductionmentioning

confidence: 99%

Needles in a haystack

Callender¹

2018

Management in Education

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This article draws on a study of black male teachers who teach in primary schools, and aims to contribute to studies of black, Asian and minority ethnic (BAME) teachers. Interviews with 10 participants examine the nexus of professional and social identities and how these are (re)constructed in or by schools. The teachers’ agentic actions provide insight into the intersections of race, ethnicity, gender and class, and point to the ways that social and professional identities are in a constant state of (re)formation as black male teachers traverse (and tiptoe) within and between social and professional contexts. Critical race theory (CRT) and intersectionality explore teachers’ racialized experiences and perceptions of black male primary school teachers. Findings suggest that black male teachers’ agentic actions support them in (re)constructing their professional roles and in the negotiation of their identities in primary schools.

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Section: Introductionmentioning

confidence: 99%

Needles in a haystack

Callender¹

2018

Management in Education

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“…For the growing number of scholars and practitioners who have joined the clarion call for progressive changes in teacher education programs (e.g., Cochran-Smith, 2000Sheets, 2005;Milner, 2003Milner, , 2007Solomon et al, 2005;McNeil, 2011), the rationale for such an appeal transcends the issue of increasing diversity among students although that is important in of itself. However, no less fundamental and important a reason is the need to re-conceptualize preservice teachers' knowledge-base since the ideological orientations of novice teachers can serve as barriers to adopting transformative practices.…”

Section: Preservice Teachers Ideology and Knowledge-basementioning

confidence: 99%

“…One question that is often asked within the Canadian context is whether or not race really matters. Many educational practitioners, scholars and researchers have engaged the issue arguing that the recognition of the salience of race is a sine qua non in any attempt at improving experiences and educational outcomes for racialized students in Canadian schools (see for example, Lund, 2011;Lund & Carr, 2010;McNeil, 2011;Schick, 2011;Carr, 2008;Dei et al, 2000). As Ghosh (2008) warns us, "[w]hile race does not have scientific validity, we must not underestimate its power as a social construct to affect people's lived experiences, their daily lives as well as their futures.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

What Should Preservice Teachers Know about Race and Diversity? Exploring a Critical Knowledge-Base for Teaching in 21st Century Canadian Classrooms

Egbo

2012

JCIE

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Anecdotal and empirical evidence suggest that how teachers construct and interpret issues of race and diversity impacts significantly on their interactions with students from diverse backgrounds. At the same time, research shows that teacher education programs do not pay as much attention as would logically be expected given that many Canadian teachers will spend a good part of their career in racially and culturally heterogeneous settings. Conceptually grounded in critical race theory-a framework with increasing application in education, this paper explores the knowledge-base that preservice teachers require for successful teaching in a pluralistic society. A central argument in the paper is that a deep understanding of, and knowledge about race and diversity (beyond cursory familiarity) should be one of the required outcomes of preservice education.

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“…Minoritised educators and students may retreat to silence. Minoritised scholars indicate that this is a tactical manoeuvre to distance oneself from harm but recognise that silence may be read as agreement or complicity (Delpit, 1988;Frideres, 2015;kumar, 2010;McNeil, 2011;Rodriguez, 2011). Rodriguez (2011) uses the phrase "silent rage" to describe the powerlessness and invisibility she feels when she is ignored by white colleagues and rationalises her feelings by recognising that they sit within a racial context of white supremacy.…”

Section: Responses To Racismmentioning

confidence: 99%

“…A lot of staff members can't distinguish between her and I. We don't look alike, but we're both the same age, teach at the marae and identify as Māori, Many studies have highlighted that minoritised educators struggle to be accepted in majority white school spaces (Delpit, 1988;Frideres, 2015;Kidman et al, 2015;kumar, 2010;McNeil, 2011;Rodriguez, 2011). Colourism is the study of colour-based discrimination and how people of the same race experience advantages and disadvantages based on the shade of their skin tone and other visible features (Keith & Monroe, 2016).…”

Section: -Towards Māori English Teachersmentioning

confidence: 99%

Silencing and institutional racism in settler-colonial education

MacDonald¹

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<p>Twenty years ago, Charles Mills argued that a Racial Contract underwrites and guides the social contract and assigns political, economic, and social privileges based on race. This thesis argues that a settler manifestation of the Racial Contract operates through processes and structures of silencing in the New Zealand education system. Silencing is a racial discourse aligned with state ideologies about biculturalism that supports ignorance and denial of the structuring force of colonisation. Within schools, a state narrative of biculturalism advances the notion of harmonious settler-colonial race relations by marginalising or denying violent colonial histories and their consequences in the present. Silencing in the education system is examined through the lived experiences of Māori teachers of English language as they teach New Zealand literature in secondary school classrooms. Interviews with nineteen teachers and observations of four teachers' classroom practices (with follow up interviews from the teachers and some of their students) reveal that everyday classroom interactions perpetuate silencing through a hidden curriculum. This hidden curriculum appeals to settler sensibilities by: drawing on teaching pedagogies that soften or mute historical harm, validating “lovely” knowledge about Māori society and assessment approaches that privilege settler-colonial imperatives. This thesis identifies that harmonious notions of biculturalism circulate through the spatial and temporal dimensions of secondary schools because epistemological structures (policy, curriculum, and pedagogy) silence the meanings and effects of colonisation. In this way, a Settler Contract operates to sustain institutional racism in the New Zealand education system and white supremacy in settler-colonial societies.</p>

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Charting a Way Forward: Intersections of race and space in establishing identity as an African-Canadian teacher educator

Cited by 37 publications

References 7 publications

Needles in a haystack

Needles in a haystack

What Should Preservice Teachers Know about Race and Diversity? Exploring a Critical Knowledge-Base for Teaching in 21st Century Canadian Classrooms

Silencing and institutional racism in settler-colonial education

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