Wrestling with problematics of whiteness in teacher education

Sleeter, Christine E.

doi:10.1080/09518398.2016.1174904

Cited by 65 publications

(32 citation statements)

References 14 publications

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“…A majority White teacher and principal workforce is a partial contributor to the maintenance of deficit perspectives, as arguably, these individuals can lack “prolonged, ongoing interaction with people of color” and, therefore develop “misinformed, deficit social and cultural perspectives of racially, ethnically, and linguistically diverse students” (Warren, 2015, p. 573). Misalignment between perspectives and expectations can negatively impact decision-making (Irizarry & Raible, 2011; Sleeter, 2016) and contribute to fractured relationships, ineffective teaching practices, and chronic student underperformance (Grissom et al, 2015; Skiba et al, 2006). Latinx ELLs are at further risk of academic failure and false identification when educators lack knowledge about language acquisition and when states adopt subtractive educational policies (Gándara & Orfield, 2010).…”

Section: Background: Special Education Segregation and Inclusive Lementioning

confidence: 99%

Leading Inclusive Schools: Principal Perceptions, Practices, and Challenges to Meaningful Change

DeMatthews

Serafini

Watson

2020

Educational Administration Quarterly

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Background: For over 50 years, special education has been used as a tool to maintain racial segregation, particularly in schools located in low-income communities of color. This study utilized tenets found in disability critical race theory (DisCrit) and inclusive school leadership literature to examine the perceptions, practices, and challenges associated with meaningful change in inclusive schools. Purpose: The purpose of this article was to understand how six elementary school principals, identified as effective inclusive leaders, perceived students with disabilities within a low-income Mexican American immigrant community along the U.S.–Mexico border. Findings: Our study highlights the important role principals play in creating inclusive schools and the ways in which race, disability, family background, language, and immigration status effect principals in their efforts to promote inclusion. While each principal recognized the noted factors above and confronted a multitude of challenges, they differed in their beliefs and approaches to creating inclusive schools. Some leadership practices were aligned to research focused on effective school leadership while others more closely resembled social justice leadership practices. Conclusion: Findings suggest that principals must take into consideration a variety of factors to create inclusive schools and must draw upon a broad range of practices amid resistance and challenges to meaningful change.

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Section: Background: Special Education Segregation and Inclusive Lementioning

confidence: 99%

Leading Inclusive Schools: Principal Perceptions, Practices, and Challenges to Meaningful Change

DeMatthews

Serafini

Watson

2020

Educational Administration Quarterly

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“…As such, an important area of analysis—one that we attempt to take up and further in this article—follows the work of Mills (1997) by seeking to explore and expose exactly how Whiteness is harmfully “made” and maintained via discourses within teacher education: continuously “rationalized,” “legitimized,” and “made ostensibly natural and normal” (Mills, 1997). As far back as work on Black teachers’ historical and contemporary roles and importance in schools in the United States (Foster, 1997; Ladson-Billings, 1994; Milner, 2009; Siddle-Walker, 1996), scholars—particularly scholars of Color—have through decades of education research explored the consequential, far-reaching, and harmful effects of Whiteness on teacher education and people of Color in teacher education, schools, and universities—and the ways in which teacher education has itself been a site of Whiteness’s “remaking” (Gist, 2017; Gomez, Black, & Allen, 2007; Haddix, 2016; Horsford, 2011; Sleeter, 2001, 2016; Smith, Yosso, & Solórzano, 2006; Souto-Manning & Emdin, 2018).…”

Section: Whiteness and Teacher Education: Critical Whiteness Studies mentioning

confidence: 99%

Troubling Practice: Exploring the Relationship Between Whiteness and Practice-Based Teacher Education in Considering a Raciolinguicized Teacher Subjectivity

Daniels

Varghese

2019

Educational Researcher

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In this essay, we argue that teacher education is increasingly marginalizing the relevance of teacher subjectivity and recentering Whiteness, especially in its uptake of practice-based teacher education. Whereas teacher subjectivity has been pushed to the margins of recent conversations about teacher education—and has therefore narrowed our understanding of the ideological and practical affordances and constraints of practice-based teacher education—we show that it must be centered in teacher education and understood as fundamental to all teachers’ embodied practice. We draw from literature exploring critical Whiteness studies, raciolinguistics, poststructural understandings of teacher subjectivity, the experiences of teachers of Color and practice-based teacher education. By showing how a raciolinguicized teacher subjectivity has been marginalized, we simultaneously argue for the centrality of the role of subjectivity in shaping teaching and, therefore, in defining critical dimensions of what and how novice teachers need to learn.

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“…Our personal and professional work centers on our commitment to anti-racist social justice pedagogies with students and pre-service and practicing teachers. Still, despite our commitment to the work of racial justice, we note the ways that Whiteness is present and pervasive in all systemic societal structures, including and especially education broadly and teacher education, in particular (Sleeter, 2016(Sleeter, , 2017. In approaching this work, then, we understand these collective identities to both strengthen and limit our inroads into understanding the emotion work of the teacher participants portrayed here.…”

Section: Authors' Positionalitymentioning

confidence: 91%

“There Isn't an Easy Way for Me to Talk About This”: A Historical and Contemporary Examination of Emotional Rules for Teachers

Dunn

Moore

Neville

2020

Teachers College Record: The Voice of Scholarship in Education

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Background/Context As grounding for our work, we consider the creation and development of the teaching profession as a particularly “feminine” role. We then briefly describe the contemporary context of schooling, particularly related to neoliberal accountability and its impact on teachers’ experiences. This comparison shows that the historical claims pertaining to women in the teaching workforce have modern-day equivalents, suggesting that the workforce and emotions pertaining to it are still heavily regulated and monitored. Purpose of Study The purpose of this study is to explore how teachers’ emotions are or are not supported and nurtured in an urban high school, contextualized by an exploration of what it means to work in a “feminized” profession that is increasingly subject to regulations that limit teachers’ autonomy and agency. Research Design Drawing on portraiture methodology and using interview and field note data from a case study on teacher morale in an urban high school, we advance a theory about the emotional rules of teaching in a neoliberal era. Findings We argue that teachers have been socialized into the emotional rules of the profession in ways that inhibit their expressions of so-called outlaw emotions, or negative emotions that certain groups have been taught not to exhibit. For some teachers, these emotions may manifest as vulnerability, shame, or burnout. Conclusions/Recommendations We conclude that emotional rules are embodied and that there are material consequences to the ways teachers are required to regulate their emotions. Teachers’ expressions of outlaw emotions should be viewed as courageous. Teachers’ vulnerability should be nurtured at both individual and institutional levels in order to build teacher community, reduce feelings of burnout and isolation, and ultimately (hopefully) reduce teacher attrition. Valuing the humanity and emotions of teachers is a critical step in ensuring humanity for all of our children.

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Wrestling with problematics of whiteness in teacher education

Cited by 65 publications

References 14 publications

Leading Inclusive Schools: Principal Perceptions, Practices, and Challenges to Meaningful Change

Leading Inclusive Schools: Principal Perceptions, Practices, and Challenges to Meaningful Change

Troubling Practice: Exploring the Relationship Between Whiteness and Practice-Based Teacher Education in Considering a Raciolinguicized Teacher Subjectivity

“There Isn't an Easy Way for Me to Talk About This”: A Historical and Contemporary Examination of Emotional Rules for Teachers

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