Second-wave white teacher identity studies: toward complexity and reflexivity in the racial conscientization of white teachers

Jupp, James; Lensmire, Timothy J.

doi:10.1080/09518398.2016.1189621

Cited by 42 publications

(17 citation statements)

References 9 publications

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“…In other words, I needed to pay closer attention to and value the participants’ own accounts and feelings about their experiences of engaging in the project. Clearly, doing so was not without a challenge because my internalized institutionalized knowledge restricted my focus on White teachers’ race-evasive identities, whereby I saw them as subjects lacking race awareness (Jupp & Lensmire, 2016). Indeed, it took conscious and continuous efforts throughout the project to focus on the participants becoming race-conscious.…”

Section: Discussionmentioning

confidence: 99%

“…Relatedly, to allow the possibility of change and promote antiracist praxis, the second-wave White teacher identity scholars underscored the importance of honoring teachers as authors of their own stories, while seeing them as learners who bring resources and complex histories to the race discussion (Jupp et al, 2016; Jupp & Lensmire, 2016; Jupp & Slattery, 2010; Lensmire, 2011, 2014; Lowenstein, 2009). One of the criticisms that the second-wave White teacher identity scholars made of the past work on Whiteness is that the authors of these studies seldom take into account the social context and relations within which White teachers are performing their racial identities.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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Meaningful Ambivalence, Incommensurability, and Vulnerability in an Antiracist Project: Answers to Unasked Questions

Shim

2019

Journal of Teacher Education

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The author reports the findings from a yearlong antiracist project involving three White male preservice teachers in a Midwestern rural U.S. state. Drawing on second-wave White teacher identity literature and Emotional Tools of Whiteness, the project focuses on collaborative critical self-reflection to explore the participants’ individual relationships with race and racism. The study reveals some important misconceptions relating to ambivalence, incommensurability, and vulnerability. The author attends to the participants’ affective responses to the misconceptions and discusses how their affects are indicative of both larger social structures and of the way in which the project was conceptualized initially, focusing on the ideals and outcomes rather than the actual practice of engaging in the self-reflection. The author argues for the need to account for complexity of preservice teachers’ experiences as they engage in antiracist work.

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Section: Discussionmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

Meaningful Ambivalence, Incommensurability, and Vulnerability in an Antiracist Project: Answers to Unasked Questions

Shim

2019

Journal of Teacher Education

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“…In 2003, 41% of U.S. public school students were students of color; by 2014, students of color accounted for 50.3% of all students (Warner-Griffin et al, 2016). In contrast to the increasing ethnoracial diversity in the U.S. student population, the public school teaching workforce has remained predominantly White (Jupp & Lensmire, 2016; Warren, 2020). In 1987, only 13% of all U.S. public school educators were teachers of color (TOCs).…”

Section: The Benefits Of Teacher Diversitymentioning

confidence: 99%

“Taking Care of Your Own”: Parochialism, Pride of Place, and the Drive to Diversify Teaching

Noonan

Bristol

2020

AERA Open

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As the student population in U.S. public schools becomes increasingly ethnoracially diverse, many school districts and hiring personnel have taken proactive approaches to recruiting teachers of color. The drive to diversify the teaching force is supported by a range of academic and nonacademic outcomes for students of color. Yet, many districts struggle with the recruitment and retention of teachers of color. One explanation for the slow pace of change, especially in districts with increasing diversity in its study body, is the presence of durable and parochial social networks in schools and districts that privilege the hiring of largely White alumni. Drawing on semistructured interviews with 65 participants in a small urban district and applying the analytic lens of bonding social capital, we examined these entrenched patterns of parochialism, and the extent to which parochial attitudes and behaviors intersect with race, to explain the incremental pace of change diversifying the teacher workforce.

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“…Approaches have included field experiences in diverse, often urban, settings (Haberman and Post, 1992; Olmedo, 1997), courses in diversity and multicultural education (Reiter and Davis, 2011; Torok, 2000), professional development for practicing teachers (Kaplan and Leckie, 2009; Henze et al , 1998) and teacher identity (Marx, 2004, 2008; Utt and Tochluk, 2016). More recently, the second wave of White teacher identity studies (Jupp et al , 2016; Jupp and Lensmire, 2016) sought to document and theorize identity complexity, specifically for White teachers, and programmatic curriculum and pedagogy. Among this body of work are studies positioning White teachers as capable learners, not as deficit learners regarding issues of diversity (Lowenstein, 2009), the complexity of identity (Berry, 2014) and the fertile paradoxes of race-visibility inside White race-evasive identities (Haviland, 2008; Segall and Garrett, 2013; Vaught and Castagno, 2008).…”

Section: Review Of Literature and Theoretical Frameworkmentioning

confidence: 99%

The power of an intersectionality framework in teacher education

Leckie

2020

JME

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Purpose The purpose of this study is to describe the use of an intersectionality framework to analyze and incorporate teachers’ lived experiences into critical professional development. Design/methodology/approach Researchers used qualitative coding based on the matrix of oppression and privilege (Ferber and O’Reilly Herrera, 2013) to analyze teachers’ multicultural autobiographies. Connections between multicultural autobiographies were then made between other course reflections and lesson plans that were developed throughout the 150 h of professional development. Findings Findings evidence the multiple sites of oppression and privilege, the importance of spaces and relationships in locating ourselves and others on the matrix and the possibilities for transferring knowledge to professional practice. Research limitations/implications The authors do recognize the limitations of their study. Although the participants were from differing educational contexts and backgrounds, the sample size was small. Additional studies of this nature can expand our understanding of privilege, oppression and the impact of critical professional development for educators. Our society, and therefore the education system, continues to become more culturally and linguistically diverse, and it is incumbent upon us as educators and researchers to identify effective approaches for preparing both teachers and students for a changing world. Practical implications The power of the matrix framework in pedagogical settings is that it facilitates the recognition and analysis of individual social locations and their relationships to various systems of inequality. Most importantly, analyzing both privilege and oppression allows individuals and instructors to reflect on their own experiences and initiate conversations that reduce the animosity toward those who have different experiences. Originality/value This study is significant, in that it offers a framework that addresses the perceived disconnect between teachers and their increasingly culturally and linguistically diverse student population (Banks and Banks, 2013; Darling-Hammond and Bransford, 2005).

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Second-wave white teacher identity studies: toward complexity and reflexivity in the racial conscientization of white teachers

Cited by 42 publications

References 9 publications

Meaningful Ambivalence, Incommensurability, and Vulnerability in an Antiracist Project: Answers to Unasked Questions

Meaningful Ambivalence, Incommensurability, and Vulnerability in an Antiracist Project: Answers to Unasked Questions

“Taking Care of Your Own”: Parochialism, Pride of Place, and the Drive to Diversify Teaching

The power of an intersectionality framework in teacher education

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