ERIC Number: EJ1080832
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 104
How Student Teachers (Don't) Talk about Race: An Intersectional Analysis
Young, Kathryn S.
Race, Ethnicity and Education, v19 n1 p67-95 2016
This study explores how student teacher talk about their students illuminates the identities ascribed to these same students. It uses a hybrid intersectional framework based on Disability Studies, Critical Race Theory, and Latino Critical Theory and methodologies (like examining majoritarian stories, counter-storytelling, coded talk, and post-civil rights race talk) to uncover how student teacher talk reveals oppressive discourses of race, disability (and language status). This article focuses on how the medicalization of disability facilitates student teachers not identifying the racialization of disability in school. It demonstrates the need for educational research to employ an intersectionality lens when exploring educational issues related to students' identities.
Descriptors: Student Teacher Attitudes, Racial Attitudes, Discourse Analysis, Attitudes toward Disabilities, Critical Theory, Race, Social Theories, Teacher Education Programs, Questionnaires, Medicine, Racial Bias, Social Class, Multicultural Education, Semi Structured Interviews, Socialization, Comparative Analysis
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: California