Preparing Teachers to Notice Race in Classrooms: Contextualizing the Competencies of Preservice Teachers With Antiracist Inclinations
Preparing Teachers to Notice Race in Classrooms: Contextualizing the Competencies of Preservice Teachers With Antiracist Inclinations
复制标题
让教师注意课堂上的种族：将职前教师的能力与反种族主义倾向联系起来
DOI：
10.1177/0022487119900204
复制
发表时间：
2020
影响因子：
3.9
通讯作者：
Justin A. Coles
中科院分区：
文献类型：
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作者：
Niral Shah;Justin A. Coles
以种族为重点的教师教育的核心是改变中学教师的种族信仰和态度。在这篇文章中，我们建立在这项工作的基础上，探讨如何识别和解决种族和种族主义的问题，在日常的教学和学习的教师。为了概念化这些过程，我们提出了“种族注意”的理论框架，它将教师注意的文献扩展到种族现象的考虑。本研究采用比较个案研究的设计，以三位具有反种族主义倾向的小学语文教师（两人为白色，一人为黑人）为研究对象。研究结果表明，他们表现出普遍较强的能力，在数学方法课程的种族注意，但在学生教学过程中的种族注意的背景因素的影响。我们认为，以种族为中心的教师教育，注意到种族和种族主义在学习环境中的影响为中心，可以使反种族主义教学的做法更容易为业余教师。
Race-focused teacher education has centered on changing preservice teachers’ racial beliefs and attitudes. In this article, we build on this work by exploring how preservice teachers identify and address issues of race and racism in the everyday work of teaching and learning. To conceptualize these processes, we propose the theoretical framework of “racial noticing,” which extends the literature on teacher noticing to the consideration of racial phenomena. Using a comparative case study design, this study focuses on three elementary preservice teachers (two identifying as White, one identifying as Black) with antiracist inclinations. Findings show that they demonstrated generally strong competencies with racial noticing during a mathematics methods course, but that contextual factors influenced shifts in racial noticing during student teaching. We argue that race-focused teacher education centered on noticing the impact of race and racism in learning settings can make the practice of antiracist teaching more tractable for preservice teachers.