ERIC Number: EJ902700
Record Type: Journal
Publication Date: 2010
Reference Count: 21
Critical Race Talk in Teacher Education through Movie Analysis: From "Stand and Deliver" to "Freedom Writers"
Multicultural Education, v17 n3 p51-56 Spr 2010
In an attempt to enact equitable practices in U.S. public schools, many critical multicultural and anti-racist theorists, researchers, and practitioners strongly suggest that teacher educators move beyond diversity approaches to multicultural education in their teacher preparation programs to address the more uncomfortable issues of power and equity--namely, racism. Teacher educators commonly find that race talk, especially with their White students, leads to a host of dysfunctional classroom dynamics that may actually perpetuate the racial logic teacher educators, and even teacher education students, would hope to disrupt. This article seeks to provide a rationale for some of the dysfunctional aspects of race talk in teacher education programs and offers an alternative framework for engaging students in critical race talk. As a way to demonstrate how teacher education students in a graduate multicultural course critically examined race through a discursive framework of racism, this article includes excerpts from students' papers wherein they apply critical discourse analysis (CDA) to examine how discursive racism is produced through films, including "Stand and Deliver" and "Freedom Writers."
Descriptors: Teacher Education, Race, Teacher Education Programs, Freedom, Discourse Analysis, White Students, Teacher Educators, Critical Theory, Teaching Methods, Films, Racial Bias, Power Structure, Multicultural Education, Graduate Study, Research Papers (Students)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A