Race-Visible Teacher Education: A Review of the Literature from 2002 to 2018

Autor/inn/en	Hambacher, Elyse; Ginn, Katherine
Titel	Race-Visible Teacher Education: A Review of the Literature from 2002 to 2018
Quelle	In: Journal of Teacher Education, 72 (2021) 3, S.329-341 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hambacher, Elyse)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487120948045
Schlagwörter	Teacher Education Programs; Critical Theory; Race; Teacher Educators; Preservice Teacher Education; Faculty Development; Inservice Teacher Education; Whites; Consciousness Raising; Racial Bias; Minority Group Students; Teaching Methods; Social Justice; Cultural Differences; Cultural Awareness + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehramtsstudiengang; Lehrerfortbildung; White; Weißer; Bewusstseinsbildung; Racial discrimination; Rassismus; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Kultureller Unterschied; Cultural identity; Kulturelle Identität
Abstract	In this review of the literature, we draw on critical race theory, critical whiteness studies, and critical pedagogy to examine teacher educators' race-visible efforts in preservice teacher education and inservice teacher professional development. Our review specifically centers on race and racism in teacher education because race is often silenced or largely unaddressed in teacher education programs and teacher professional learning. Through a systematic search of electronic databases and a hand search of journals in this research area, we located 39 peer-reviewed articles published at the intersection of race, white teachers, and teacher education. Findings reveal the kinds of race-visible instructional practices used by teacher educators to scaffold race consciousness as well as larger themes teacher educators and education researchers encounter in their work related to race with preservice and inservice educators. We conclude with a discussion of our findings and offer future directions for continued research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01