ERIC Number: EJ1090732
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Digital Storytelling as Racial Justice: Digital Hopes for Deconstructing Whiteness in Teacher Education
Matias, Cheryl E.; Grosland, Tanetha J.
Journal of Teacher Education, v67 n2 p152-164 Mar-Apr 2016
Teacher education is replete with an overwhelming presence of Whiteness, a presence that if not explicitly interrogated indefinitely recycles hegemonic Whiteness. Needed are pedagogical strategies that expose the hegemonic invisibility of Whiteness. This critical reflection examines the utilization of digital storytelling by teacher educators of color to pedagogically deconstruct Whiteness in a predominately White, urban-focused teacher education course--a necessary deconstruction if these teacher candidates are to effectively teach urban students of color. Particularly, this article deconstructs four academic years of digital stories produced in a mandatory diversity course in an urban teacher education program and illustrates how digital storytelling itself promotes a critical self-revelation that confront Whiteness in White teacher candidates. The preliminary analyses suggest that digital storytelling is a racially just way of having White teacher candidates self-reflect on their own Whiteness in a multitude of ways, by (a) ending emotional distancing, (b) debunking colorblindness, (c) engaging emotions, and (d) sharing the burden of race.
Descriptors: Race, Justice, Story Telling, Whites, Urban Areas, Teacher Educators, Minority Group Teachers, Teacher Education Programs, Teaching Methods, Reflection, Racial Attitudes, Student Attitudes, Sexual Orientation, Critical Theory, Scaffolding (Teaching Technique), Cultural Pluralism, Gender Differences, Multimedia Materials
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
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