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ERIC Number: EJ1106506
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-0951-8398
Structuring Contexts: Pathways toward Un-Obstructing Race-Consciousness
Berchini, Christina
International Journal of Qualitative Studies in Education (QSE), v29 n8 p1030-1044 2016
This research is situated in second-wave White Teacher Identity studies and investigates the ways context structures a high school English teacher's white identity, practices, and race-consciousness. Working with detailed data and vignettes from a single case study, the author highlights the teaching of a unit on the Holocaust. Using the required Holocaust curriculum as a unit of analysis, the author illustrates how the teacher is structured to minimize and dismiss broader discussions of institutionalized and systemic oppression and violence, and particularly those contributions offered by a student of color in her classroom. The author argues that understanding the role contexts play in obstructing race-consciousness can help fill interpretive gaps between race-conciousness and what, on the surface, might appear to be a teacher's race-evasiveness.
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: Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A