ERIC Number: EJ793788
Record Type: Journal
Publication Date: 2006
Reference Count: 87
The Place of Race in Teacher Identity: Self-Narratives and Curricular Intervention as a Practice of Freedom
Brown, Enora R.
Teacher Education and Practice, v19 n2 p257-279 Spr 2006
Teachers inherit and experience historical and current identificatory racial meanings born of social inequality that inform their teaching. Such meanings may undergird White teachers' lower expectations for Black youth as opposed to those of Black teachers. In accord with other studies, this inquiry addresses the invisibility of Whiteness as privilege in White preservice teachers' identities to promote equality in classrooms. It examines the place of race in their narrative self-constructions informed by personal and social histories, the impact of a revised course on their racial identities, and implications for their projected work with youth. Narrative and questionnaire analyses reveal preservice teachers' acknowledging or disavowing race and privilege as dimensions of their identities informed by personal historical experiences. The course promoted change in meaning-imbued identities of preservice teachers and fostered their curricular and relational projections for teaching youth. This inquiry highlights the importance of self-knowledge and historical inquiry in fostering problem-posing education and in disruption dominative societal racial meanings internalized by teachers. Limitations of the politics of recognition are addressed.
Descriptors: African American Students, Preservice Teachers, Racial Factors, Racial Identification, Social Bias, Racial Bias, Social Attitudes, Stereotypes, Teacher Expectations of Students, Equal Education, Racial Discrimination, Whites, Student Teacher Attitudes, Self Concept, Inquiry, Educational Discrimination, Personal Narratives
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A