ERIC Number: EJ1023448
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 99
Counter-Narrative as Method: Race, Policy and Research for Teacher Education
Milner, H. Richard, IV; Howard, Tyrone C.
Race, Ethnicity and Education, v16 n4 p536-561 2013
The authors argue for a research and conceptual agenda that complicates and disrupts common narratives in teacher education that have serious implications for race. Building on the pivotal work of legal scholar Derrick Bell and through a critical race theory (CRT) lens, this article challenges researchers to broaden and complexify traditional ideologies related to: (1) characteristics of ideal teachers recruited into the field; (2) the amount of time teachers should be expected to remain in the field through alternative programs such as Teach for America; (3) weight placed on teacher entrance examinations; (4) racial diversity of P-12 teachers; (5) racial and ethnic makeup of teacher educators; and (6) over-reliance on subject matter knowledge in teacher preparation to the exclusion of other aspects of learning to teach. The authors argue given the present racial divide in schools between teachers and students it is imperative for teacher education programs to complicate and intensify the utility of race in their recruitment, retention, and support of teacher education practices and policies. The authors offer a counter narrative framework and agenda to advance policy and research through a CRT lens.
Descriptors: Teacher Education, Racial Factors, Racial Attitudes, Ethnic Diversity, Minority Group Teachers, Teacher Educators, Course Content, Consciousness Raising, Teacher Recruitment, Teacher Persistence, Critical Theory, Social Theories, Racial Composition, Curriculum, Social Justice, Educational Research, Teacher Qualifications, Teaching Methods
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A