When Claiming to Teach for Social Justice Is Not Enough: Majoritarian Stories of Race, Difference, and Meritocracy
Saved in:
| Title: | When Claiming to Teach for Social Justice Is Not Enough: Majoritarian Stories of Race, Difference, and Meritocracy |
|---|---|
| Language: | English |
| Authors: | Viesca, Kara Mitchell, Torres, Aubrey Scheopner, Barnatt, Joan, Piazza, Peter |
| Source: | Berkeley Review of Education. Jan 2013 4(1):97-122. |
| Availability: | Berkeley Graduate School of Education, University of California, 5648 Tolman Hall, Berkeley, CA 94702. Tel: 510-328-3701; e-mail: bre_editor@berkeley.edu; Web site: http://www.berkeleyreviewofeducation.com |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Social Justice, Race, Teacher Attitudes, Educational Practices, Critical Theory, Beginning Teachers, Academic Probation, Teaching Experience, Qualitative Research, Case Studies, Interviews, Observation, Task Analysis, Transcripts (Written Records), Merit Rating, Longitudinal Studies, Content Analysis, Masters Programs |
| ISSN: | 1947-5578 |
| Abstract: | To understand how dominant messages about race and effective pedagogy impact teacher beliefs and practice, this study employs critical race theory (CRT) in a case study analysis of Rebecca Rosenberg, a mid-career entrant into the teaching profession who was terminated from her first job before the end of her district's probationary period. Despite believing she was teaching for social justice, being prepared in a program oriented toward social justice, and being hired in a school with a comparable mission, Rebecca's beliefs and practices affirmed uncritical perspectives of the status quo regarding race, schooling, and social ascendance. This research underscores the substantial work to be done in preparing teachers to be reflective of the overarching cultural myths and majoritarian stories that may guide their practice. |
| Abstractor: | As Provided |
| Number of References: | 62 |
| Entry Date: | 2018 |
| Accession Number: | EJ1169821 |
| Database: | ERIC |
| Abstract: | To understand how dominant messages about race and effective pedagogy impact teacher beliefs and practice, this study employs critical race theory (CRT) in a case study analysis of Rebecca Rosenberg, a mid-career entrant into the teaching profession who was terminated from her first job before the end of her district's probationary period. Despite believing she was teaching for social justice, being prepared in a program oriented toward social justice, and being hired in a school with a comparable mission, Rebecca's beliefs and practices affirmed uncritical perspectives of the status quo regarding race, schooling, and social ascendance. This research underscores the substantial work to be done in preparing teachers to be reflective of the overarching cultural myths and majoritarian stories that may guide their practice. |
|---|---|
| ISSN: | 1947-5578 |
