The unexamined Whiteness of teaching: how White teachers maintain and enact dominant racial ideologies
The unexamined Whiteness of teaching: how White teachers maintain and enact dominant racial ideologies
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未经检验的白人教学：白人教师如何维持和制定占主导地位的种族意识形态
DOI：
10.1080/13613320902995475
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发表时间：
2009
影响因子：
2.5
通讯作者：
Bree Picower
中科院分区：
文献类型：
--
作者：
Bree Picower
虽然许多探讨种族在教育中的作用的研究都集中在有色人种的孩子身上，但本文探讨了教育他们的主要是白色教学力量的一个方面。本文探讨了一项定性研究的结果，该研究提出了关于白色职前教师的生活经历如何影响对种族和差异的理解的问题，以及这些职前教师如何应对批判性多元文化教育课程提供的这些信念的挑战。为了与批判种族理论的宗旨保持一致，即种族主义是美国社会固有的和正常的方面，作者发现，通过以前的生活经验，参与者获得了对种族和差异的霸权理解。参与者通过依赖一套旨在保护和维持对种族的主导和刻板理解的“白人工具”来应对这些理解的挑战-这些工具是情感的，意识形态的和表演的。这种现象在关于白色教师和多元文化教育的文献中通常被称为抵制。然而，作者认为，这些工具不仅仅是对即将到来的霸权故事和白色霸权的被动抵抗，而更多的是对它们的主动保护，因此需要进行分析，以更好地了解这些工具何时以及如何在战略上被使用。了解这些工具的白人保护占主导地位的和刻板的种族理解可以建议教师教育计划如何更好地组织，以改变白色教师的意识形态。
While much research that explores the role of race in education focuses on children of color, this article explores an aspect of the predominately White teaching force that educates them. This article explores findings from a qualitative study that posed questions about the ways in which White pre‐service teachers’ life‐experiences influenced understandings of race and difference, and how these pre‐service teachers negotiated the challenges a critical multicultural education course offered those beliefs. In keeping with the tenet of critical race theory that racism is an inherent and normalized aspect of American society, the author found that through previous life‐experiences, the participants gained hegemonic understandings about race and difference. Participants responded to challenges to these understandings by relying on a set of ‘tools of Whiteness’ designed to protect and maintain dominant and stereotypical understandings of race – tools that were emotional, ideological, and performative. This phenomenon is typically referred to as resistance in the literature on White teachers and multicultural education. The author contends, however, that these tools are not simply a passive resistance to but much more of an active protection of the incoming hegemonic stories and White supremacy and therefore require analysis to better understand when and how these tools are strategically used. Understanding how these tools of Whiteness protect dominant and stereotypical understandings of race can advise teacher education programs how to better organize to transform the ideologies of White teachers.