On Being Named a Black Supremacist and a Race Traitor: The Problem of White Racial Domination and Domestic Terrorism in U.S. Teacher Education

Juárez, Brenda G.; Hayes, Cleveland

doi:10.1007/s11256-014-0294-5

Cited by 19 publications

(10 citation statements)

References 36 publications

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“…Our review highlights that teacher educators of color risk their careers and lives speaking out against and teaching about racism (Evans-Winters & Hoff, 2011; Han & Leonard, 2017; Juárez & Hayes, 2015). Complaints to authority figures and negative instructor evaluations are ways that professors of color experience both hypervisibility and exclusion.…”

Section: Discussionmentioning

confidence: 99%

“…Articles under this theme drew attention to students expressing suspicion and doubt about their white professors and beliefs that their professors of color are simply unqualified to teach (Amobi, 2007; Evans-Winters & Hoff, 2011; Gillespie et al, 2002; Han & Leonard, 2017; Jett & Cross, 2016; Juárez & Hayes, 2015). Gillespie et al (2002) drew on class discussions and meetings with white female students during office hours to understand the students’ responses to topics of race and white privilege.…”

Section: Themes In Teacher Educators’ Race-visible Effortsmentioning

confidence: 99%

“…Juárez and Hayes (2015) used counter-storytelling through joint and individual reflections, discussions, and analysis of historical sources. In their analysis, they describe a phenomenon they term “academic lynching” and its role in maintaining white supremacy in academe.…”

Section: Themes In Teacher Educators’ Race-visible Effortsmentioning

confidence: 99%

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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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Section: Discussionmentioning

confidence: 99%

Section: Themes In Teacher Educators’ Race-visible Effortsmentioning

confidence: 99%

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

Hambacher

Ginn

2020

Journal of Teacher Education

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“…Mensah (2019) combined counter-narrative with co-autoethnography in a longitudinal study. Chapman (2007), Lynn (2006), and Ngunjuri (2007) used the idea of portraiture, and multiple scholars employed composite counter-narratives (Cook & Dixson, 2013; Juárez & Hayes, 2010; 2015; Tafari, 2018), originally presented as the central analytical method for critical race methodology (Solórzano & Yosso, 2002). Milner (2008) and Lynn (2006) both intended to differentiate research methodology from methods.…”

Section: Counter-narrative In Education Researchmentioning

confidence: 99%

Critical Counter-Narrative as Transformative Methodology for Educational Equity

Miller¹,

Liu

Ball

2020

Review of Research in Education

118

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Counter-narrative has recently emerged in education research as a promising tool to stimulate educational equity in our increasingly diverse schools and communities. Grounded in critical race theory and approaches to discourse study including narrative inquiry, life history, and autoethnography, counter-narratives have found a home in multicultural education, culturally sensitive pedagogy, and other approaches to teaching for diversity. This chapter provides a systematic literature review that explores the place of counter-narratives in educational pedagogy and research. Based on our thematic analysis, we argue that the potential of counter-narratives in both pedagogy and research has been limited due to the lack of a unified methodology that can result in transformative action for educational equity. The chapter concludes by proposing critical counter-narrative as a transformative methodology that includes three key components: (1) critical race theory as a model of inquiry, (2) critical reflection and generativity as a model of praxis that unifies the use of counter-narratives for both research and pedagogy, and (3) transformative action for the fundamental goal of educational equity for people of color.

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“…

This study examines how a practice-based unit informs undergraduates' understandings of the dynamics of teaching and learning in a multicultural society, and how these intersect with equity in U.S. classrooms. Citizens' nuanced understanding of the processes of teaching and learning, as well as their understanding of who schools have served, and how, is increasingly important for their engagement with U.S. schools, especially given transformative economic and demographic changes in the United States.Information about teachers and the K-12 student population in the United States highlights a growing demographic mismatch between U.S. students and teachers: Students of color will soon outnumber White students (Bureau, 2004; National Center for Education Statistics, 2015), but the demographic distribution of both U.S. teachers and teacher candidates remains largely unchanged, with the large majority of teachers being White, middle-class women (Feistritzer, 2011;Juárez & Hayes, 2015;Ludwig, Kirshstein, Sidana, Ardila-Rey, & Bae, 2010). This lack of diversity within the teaching force-where "the future teachers are White, the teacher educators are White, the teachers are White" (Juárez & Hayes, 2015, p. 321)-contrasts with the growing diversity in the population of children enrolled in schools.

…”

mentioning

confidence: 99%

“Our Greatest Songs Are Still Unsung”: Educating Citizens About Schooling in a Multicultural Society

2017

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This study examines how a practice-based unit informs undergraduates’ understandings of the dynamics of teaching and learning in a multicultural society, and how these intersect with equity in U.S. classrooms. Citizens’ nuanced understanding of teaching and learning is increasingly important for their engagement with U.S. schools. Practice-based opportunities can allow students to “see” the complexity of teaching and to challenge assumptions about teaching and learning, which are central to preparing an informed citizenry. Findings further suggest that a single course is not sufficient to expand undergraduate students’ understanding of the role of diversity in social life. More concentrated and ongoing efforts may be needed to make racial, ethnic, economic, and cultural differences salient to students, especially those who have attended largely homogeneous school contexts such as the students in this study.

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On Being Named a Black Supremacist and a Race Traitor: The Problem of White Racial Domination and Domestic Terrorism in U.S. Teacher Education

Cited by 19 publications

References 36 publications

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

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

Critical Counter-Narrative as Transformative Methodology for Educational Equity

“Our Greatest Songs Are Still Unsung”: Educating Citizens About Schooling in a Multicultural Society

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