“My Eyes have been Opened”
“My Eyes have been Opened”
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“我的眼睛被打开了”
DOI：
10.1177/0022487102053002007
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发表时间：
2002
影响因子：
3.9
通讯作者：
Lauri Johnson
中科院分区：
文献类型：
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作者：
Lauri Johnson
研究人员使用生活史的方法来研究6名白人教师的叙述，他们在种族多样化的课堂上被一个不同的专家小组提名为“意识到种族和种族主义”。教师对种族问题的反应通过半结构化访谈、绘制他们的种族身份、以及考察课堂文物和师生互动的课堂访问来检验。叙事分析显示，教师对种族意识的认知受到以下因素的影响：(a)由于阶级背景或性取向而被视为“局外人”的认知认同，这使他们不认同白人主流；(b)与其他种族的人在接近“平等地位”的关系中生活和工作，并使他们接触到关于种族和种族主义的“内部”观点；(c)强调平等和社会正义的个人宗教/哲学信仰。重组教师教育计划的意义包括修改候选人选择标准，增加学生和教师的种族多样性，在有色人种社区体验“沉浸”，以及使用自传叙事作为教学工具。
A life history approach was used to examine the narratives of 6 White teachers of racially diverse classrooms who had been nominated as being “aware of race and racism” by a diverse panel of experts. The teachers’ responses to race were examined by semistructured interviews, a drawing of their racial identity, and a classroom visit that examined classroom artifacts and teacher-student interactions. Narrative analysis revealed that teachers’ perceptions of racial awareness were influenced by (a) perceived identity as “outsiders,” due to class background or sexual orientation, that enabled them to disidentify with the White mainstream; (b) living and working with individuals of other races in relationships that approximated “equal status” and exposed them to “insider” perspectives on race and racism; and (c) personal religious/philosophical beliefs that emphasized equality and social justice concerns. Implications for restructuring teacher education programs include revising candidate selection criteria, increasing the racial diversity of students and faculty, experiencing “immersion” in communities of color, and using autobiographical narrative as a pedagogical tool.