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ERIC Number: EJ1087551
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-0040-5841
Colorism as a Salient Space for Understanding in Teacher Preparation
McGee, Ebony O.; Alvarez, Adam; Milner, H. Richard
Theory Into Practice, v55 n1 p69-79 2016
In this article, we posit the salience of colorism as an important aspect of race in the knowledge construction and preparation of teachers. Although many more teacher education programs across the United States have begun to infuse aspects of race into their curricula, there is sparse literature about the role of colorism in teacher preparation and its potential impact. This article explicitly focuses on darker-skinned students, who experience trauma differently from lighter-skinned students. This research chronicles the particular experiences of African American female students who endure deep-seated biases and attitudes regarding their skin color, both outside of and within school environments. We argue that teacher education programs should include learning opportunities on construction of race as a phenotype (the physical construction of skin tone, hair texture, facial features, and body physique) as an influence on the thinking, beliefs, and consequent practices of teachers in P-12 classrooms. The article concludes with an explicit recommendation for teacher education programs to prioritize colorism in the preparation of teachers.
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
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A