You showed your Whiteness: you don't get a ‘good’ White people's medal

Hayes, Cleveland; Juárez, Brenda G.

doi:10.1080/09518390903333921

Cited by 48 publications

(21 citation statements)

References 19 publications

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“…Like counter-narratives arising from critical race theory, ours is an effort to challenge dominant ideology, centralize experience as legitimatized knowledge, and embrace race as a persistent and perhaps the defining feature of our national culture (Bell 1980). While there are clear distinctions, counter-storytelling offered an analytic framework that applies an approach others have used for different purposes (e.g., Hayes and Juárez 2009).…”

Section: Methodsmentioning

confidence: 99%

Counterstories from White mainstream preservice teachers: resisting the master narrative of deficit by default

Settlage

2011

Cult Stud of Sci Educ

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The desire to extinguish deficit thinking within education majors is laudable. However, there are indications that many teacher educators harbor deficit perspectives about the preservice teachers, presuming that their lack of exposure to economically, ethnically and linguistically diverse settings renders them deficient as future educators. This project began with the premise that counternarratives generated by typically mainstream education majors might reveal a more complex and a less caricatured representation. In collaboration with his own preservice teachers, the author uncovered shifting identities that indicate that mainstream future teachers do not fit the ''damaged goods'' label that ardent multiculturalists might be tempted to impose. In the end, the practice of essentializing education majors because of their perceived deficiencies born of privilege are inaccurate and unproductive. Resumen traducido por Angela López-VelásquezEn este estudio investigué los cambios en las perspectivas de un grupo de mujeres jóvenes angloamericanas matriculadas en un programa de formación de maestros mientras éstas confrontaron la realidad de enseñar ciencias en contextos con presencia de diversidad cultural y lingüística. Las cinco participantes tomaron un curso de posgrado acerca de la enseñanza de ciencias a nivel de escuela primaria, del cual yo fui el instructor. Mi objetivo principal con este curso fue ayudar a las estudiantes a superar su visión de déficit de los niños de grupos culturales minoritarios. Cuando los maestros se apoyan en una visión de déficit, el resultado es una interpretación de las diferencias étnicas, lingüísticas, culturales, raciales y de posición social como representaciones de fallas, deficiencias o incompetencias. Por defecto, estas interpretaciones ubican a los niños en la mente del maestro como destinados al fracaso escolar. De manera similar y por mi parte, yo tuve que esforzarme para no ver a mis estudiantes como poseedoras de déficits. Aunque mis estudiantes anglo americanas, de

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Section: Methodsmentioning

confidence: 99%

Counterstories from White mainstream preservice teachers: resisting the master narrative of deficit by default

Settlage

2011

Cult Stud of Sci Educ

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“…DePouw, who described herself as a White researcher and educator, used critical race theory (CRT) to analyze interactions between Hmong students and their experiences on a university campus. Counter-stories is one way CRT challenges Whiteness, documenting the ways racism manifests in the everyday lives of people of color (Hayes & Juárez, 2009). DePouw (2012) did not use counter-stories, but rather used "interview excerpts" from Hmong interviewees to support her arguments.…”

Section: Discursive Practicesmentioning

confidence: 99%

Constructing “Hmong American Youth”: A Critical Discourse Analysis of 25 Years of Academic Literature on Hmong American Youth

Moua

Vang

2015

Child & Youth Services

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“…As a young person (my parents would vehemently argue I was completely non-prejudiced) I tried desperately to prove that I was a friend to people of colour -a "good White person" (Hayes & Juárez, 2009, p. 738). Hayes and Juárez (2009) point out that doing so draws from a "benevolent" perspective that allowed me to stand against explicit forms of racism and position myself as apart from "those other racist, bad Whites" (p. 738) while holding onto a "patronizing sense of superiority" (p. 738). Meanwhile, for the racial and ethnic groups with whom I had no encounter, I remained completely ignorant to their lives.…”

Section: Critical Race Theory and Mementioning

confidence: 99%

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Editor¹

2012

J Child. Stud.

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You showed your Whiteness: you don't get a ‘good’ White people's medal

Cited by 48 publications

References 19 publications

Counterstories from White mainstream preservice teachers: resisting the master narrative of deficit by default

Counterstories from White mainstream preservice teachers: resisting the master narrative of deficit by default

Constructing “Hmong American Youth”: A Critical Discourse Analysis of 25 Years of Academic Literature on Hmong American Youth

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