NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ853810
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0022-4871
Normalizing the Fraughtness: How Emotion, Race, and School Context Complicate Cultural Competence
Buehler, Jennifer; Ruggles Gere, Anne; Dallavis, Christian; Shaw Haviland, Victoria
Journal of Teacher Education, v60 n4 p408-418 2009
Preservice teachers seeking to develop cultural competence can face a struggle fraught with multiple challenges, even when they are committed to culturally relevant pedagogy. This article closely analyzes one White beginning teacher's negotiations with cultural competence during a lesson in her student teaching semester, then traces how she made sense of that lesson in the weeks and months that followed. Findings indicate that taking on cultural competence posed both cognitive and affective challenges. More specifically, emotional responses to racialized situations, inner conflicts over Whiteness, and the dynamics of the school context combined to mediate the development of cultural competence. This study suggests that teacher educators should focus not only on the achievement of cultural competence but also on the struggle involved in enacting it. By giving more attention to how beginning teachers develop cultural competence, teacher educators will be better prepared to help beginning teachers normalize the fraughtness involved in the struggle. (Contains 2 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A