The practice of whiteness among teacher candidates

Levine‐Rasky, Cynthia

doi:10.1080/09620210000200060

Cited by 61 publications

(25 citation statements)

References 9 publications

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“…Theoreticians of whiteness in the field of education will be familiar with the sheer scope of literature concerning white teachers and students unwittingly reproducing white race privilege (see for example Aveling, 2006;Durie, 2003;Levine-Rasky, 2000;Picower, 2009). Such inquiries build on the knowledge that racism rarely nowadays manifests in overt acts, but is elided beneath inclusive rhetoric that conflates openly oppressive discourses with those relating to multiculturalism, diversity or human rights (Green, Sonn & Matsebula, 2007, p. 392).…”

Section: Whiteness Race and Teacher Education: Rethinking An Approachmentioning

confidence: 99%

A Healthy Dose of Race? White Students’ and Teachers’ Unintentional Brushes with Whiteness

Schulz

Fane

2015

AJTE

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Section: Whiteness Race and Teacher Education: Rethinking An Approachmentioning

confidence: 99%

A Healthy Dose of Race? White Students’ and Teachers’ Unintentional Brushes with Whiteness

Schulz

Fane

2015

AJTE

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“…Research findings also indicate that white teachers tend to have little cross-cultural experience and beliefs and they have biases that are inconsistent with effective teacher practices for students of color (Hollins and Guzman 2005;Levine-Rasky 2000;Schofield 2007;Solomon et al 2005).…”

Section: Teacher Preparation Programs and Issues Of Race In The Unitementioning

confidence: 94%

Speaking of whiteness: compromise as a purposeful pedagogical strategy toward white students' learning about race

Puchner

Roseboro

2011

Teaching in Higher Education

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This article discusses pedagogical issues that arise in higher education when instructors of color teach classes with predominantly white students. We use student interview data collected during one graduate social foundations of education course to argue that in order to be effective, pedagogical decisions in a foundations course centered on race necessitate certain compromises in terms of power. To open up spaces of dialogic possibility for the discussion and understanding of white privilege, the authors suggest that instructors engage in a pedagogy of purposeful compromise. Such a pedagogy accepts that most white students will not, in the space of one course, recognize their own agency in the perpetuation of privilege and racism, but they might recognize white privilege as a larger structural process that inhibits the opportunities of people of color.

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“…Rather than learning how to identify the ways rhetorical care can function, such depictions may create flat caricatures of complex, multi-dimensional people who struggle to align their hopes and intentions with their practices and words even as they employ language and methods that generate symbolic violence. Doing so, as Levine-Rasky (2000) puts it, ''risks framing whiteness as a people rather than a practice, on 'who' whiteness is rather than 'how' whiteness is elaborated in the social order' ' (p. 280). This is why, in this study, the focus will be on the process of whiteness rather than the people who mediate it.…”

Section: A Whiteness Of Carementioning

confidence: 96%

The Rhetoric of Care: Preservice Teacher Discourses that Depoliticize, Deflect, and Deceive

Toshalis

2011

Urban Rev

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How teachers ''care'' for students is a well-established line of inquiry in educational research, but the ways such ''care'' may function as symbolic violence have received scant attention. In this ethnographic investigation of classroom disciplinary interactions, the characteristics and functions of preservice teachers' care discourses are examined. By translating deficit discourses into expressions of praise for students' nonacademic talents, the participants' rhetoric of care effectively shifts blame for failure from teacher to student. The preservice teachers' expressions of care also function to veil the power being produced in such rhetoric, to frame the teacher as victim when said care is rejected, and to reverse the carer/cared-for dynamic when teachers' attempts to inspire academic progress are unsuccessful. Implications for teacher education and teacher development are provided as are suggestions for how to recognize and implement more authentic forms of care.

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The practice of whiteness among teacher candidates

Cited by 61 publications

References 9 publications

A Healthy Dose of Race? White Students’ and Teachers’ Unintentional Brushes with Whiteness

A Healthy Dose of Race? White Students’ and Teachers’ Unintentional Brushes with Whiteness

Speaking of whiteness: compromise as a purposeful pedagogical strategy toward white students' learning about race

The Rhetoric of Care: Preservice Teacher Discourses that Depoliticize, Deflect, and Deceive

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