Teaching for diversity by troubling whiteness: strategies for classrooms in isolated white communities
Teaching for diversity by troubling whiteness: strategies for classrooms in isolated white communities
复制标题
通过令人不安的白人来进行多样性教学：孤立白人社区的课堂策略
DOI：
10.1080/13613320802479018
复制
发表时间：
2008
影响因子：
2.5
通讯作者：
A. McAuley
中科院分区：
文献类型：
--
作者：
Elizabeth de Freitas;A. McAuley
本文探讨了战略，以帮助准备职前教师从一个主要是白色，相对孤立的岛屿在加拿大大西洋教的多样性。本文提出了一个修改后的“教师身份发展”的框架，围绕三个焦点，以提高教师的认识和行动承诺：（1）权力和特权的关系;（2）青年文化和批判性媒体素养;（3）理论作为解释工具。这些焦点有助于“不适的教学法”，通过这种教学法，白色职前教师面临着他们对学校系统中不平等现象的抵制和共谋。持续承受面对这种不适的情绪劳动的能力被视为产生积极影响的关键。
This paper explores strategies to help prepare pre‐service teachers from a predominantly white, relatively isolated island in Atlantic Canada to teach for diversity. The paper proposes a modified framework for ‘teacher identity development’ that pivots around three foci for enhancing teacher awareness and commitment to action: (1) relations of power and privilege; (2) youth culture and critical media literacy; (3) theory as an interpretive tool. These foci contribute to a ‘pedagogy of discomfort’ through which white pre‐service teachers confront their resistance to and complicity in the inequities that play themselves out in the school system. The ongoing capacity to sustain the emotional labour of confronting this discomfort is seen as critical to making a positive difference.