Hancock White Women's Work

1. Auflage 2016
ISBN: 978-1-68123-649-0
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 217 Seiten

Historically, white women have had a tremendous influence on establishing the ideological, political, and cultural scaffold of American public schools. Pedagogical orientations, school policies, and classroom practices are underwritten by white, cisgender, feminine, and middle to upper class social and cultural norms. Labor trends suggest that students of color are likely to sit in front of many more white women teachers than males or non?white teachers, thus making it imperative to better understand the nature of white women’s work in culturally diverse settings and the factors that most profoundly impact their effectiveness. This book examines how white women teacher dispositions (i.e. knowledge, beliefs, and skills) intersect (and/or interact) with their racial identity development, the concept of whiteness, institutional racism, and cultural perspectives of racial difference. All of which, as the authors in this volume argue, matter for nurturing a teaching practice that leads to more equitable schooling outcomes for youth of color.

While it is imperative that the field of education recruits and retains more nonwhite teachers, it is equally important to identify research?supported professional development resources for a white woman?dominated profession. To that end, the book’s contributors present critical insight for creating cultural contexts for learning conducive to effective cross?cultural and cross?racial teaching. Chapters in the first section explore white women’s role in establishing and maintaining school environments that cater to Eurocentric sensibilities and white racial preferences for learning and social interaction. Authors in the second section discern the implications of white images, whiteness, and white racial identity formation for preparing and professionally developing white women teachers to be effective educators. Chapters in the third section of the book emphasize the centrality of race in negotiating academic interactions that demonstrate culturally responsive teaching. Each chapter in this book is written to investigate the intersectionality of race, cultural responsive pedagogies, and teaching identities as it relate to teaching in multiethnic environments. In addition, the book offers solution?oriented practices to equip white women (and any other reader) to respond appropriately and adequately to the needs of racially diverse students in American schools.

Autoren/Hrsg.

Hancock, Stephen

Inhaltsverzeichnis

1;Front Cover;1
2;White Women’s Work;2
3;Examining the Intersectionality of Teaching, Identity, and Race;2
3.1;A Volume in Contemporary Perspectives on Access, Equity, and Achievement;2
3.2;Series Editor:;2
3.3;Chance W. Lewis, University of North Carolina, Charlotte;2
4;CONTENTS;6
4.1;Part I: White Women and the Culturalization of the School Environment;6
4.1.1;1. Roadblock in the Mirror: Recommendations for Overcoming the Cultural Disability of Whiteness in Non-White Educational Spaces;6
4.1.2;2. Naming the Unnamed: White Culture in Relief;6
4.1.3;3. Precarious and Undeniable Bodies: Control, Waste, and Danger in the Lives of a White Teacher and her Students of Color;6
4.2;Part II: Investigating White Teacher Image and Identity;6
4.2.1;4. Double Image, Single Identity: Constructive Academic Relationships in Multiethnic Classrooms;6
4.2.2;5. Doing Whiteness in the Classroom: White Liberal Pedagogy and the Impossibility of Antiracist Subjectivity;7
4.2.3;6. “Becky Please!”: White Teachers and Their Issues With Whiteness;7
4.2.4;7. The Murky and Mediated Experience of White Identities in Early Childhood;7
4.3;Part III: Disentangling Race and Whiteness to Better Ensure Culturally Responsive Instruction;7
4.3.1;8. “Nice White Ladies”: Race, Whiteness, and the Preparation of More Culturally Responsive Teachers;7
4.3.2;9. The Evidence of Things Not Seen? Race, Pedagogies of Discipline, and White Women Teachers;7
4.4;Contemporary Perspectives on Access, Equity, and Achievement;3
4.5;White Women’s Work;4
4.6;Examining the Intersectionality of Teaching, Identity, and Race;4
4.6.1;Edited by;4
4.6.2;Stephen D. Hancock University of North Carolina, Charlotte;4
4.6.3;and;4
4.6.4;Chezare A. Warren Michigan State University;4
4.6.4.1;Information Age Publishing, Inc.;4
4.6.4.2;Charlotte, North Carolina • www.infoagepub.com;4
4.6.4.3;Introduction;8
4.6.4.3.1;Chezare A. Warren Michigan State University Stephen D. Hancock University of North Carolina, Charlotte;8
4.6.4.3.2;Unpacking the Meaning and Significance of White Women’s Work;9
4.6.4.3.3;Contemporary Schooling in a Diverse Society;10
4.6.4.3.4;Conclusion;13
4.6.4.3.5;References;13
4.7;Part I;16
4.7.1;White Women and the Culturalization of the School Environment;16
4.8;CHAPTER 1;18
4.8.1;Roadblock in the Mirror;18
4.8.1.1;Benterah C. Morton, Melvin J. Jackson, Marcie E. Frazier, and Kenneth J. Fasching-Varner Louisiana State University;18
4.8.1.2;Frustrated Beyond Belief;18
4.8.1.3;The Dangers of Racial Mismatch in Public Education;21
4.8.1.4;The Cultural Disability of Whiteness;22
4.8.1.4.1;Further Understanding the Cultural Disability of Whiteness;23
4.8.1.4.2;Marcie and the Cultural Disability of Whiteness;24
4.8.1.5;Wrestling With Contradictions;25
4.8.1.5.1;1. Prospective and practicing teachers critique their own beliefs about culturally diverse students, and how these affect their instructional behaviors;26
4.8.1.5.2;2. Teacher candidates embark upon the continuous journey of accommodating for the cultural disability of whiteness;26
4.8.1.5.3;3. Teachers are constantly reminded that it is important to have empathy over sympathy;26
4.8.1.5.4;4. Teachers cannot lower their expectations;26
4.8.1.5.5;5. Teachers must understand and acknowledge that their students’ zip codes do not identify or limit their ability and must foster a mindset of growth and guidance toward the success of their non- White students;26
4.8.1.5.6;6. Teachers should recognize the humanness that exists and espouses students, teachers, and parents by looking past the socially constructed phenotypic identifiers that marginalize the students;26
4.8.1.5.7;7. Teachers should incessantly engage in personal development and exploration in order to continuously evolve as people, professionals, and teachers;26
4.8.1.5.8;8. Teachers should be prepared to interact with families and communities who are unlike their own;26
4.8.1.5.9;9. Teachers must apply the theoretical framework of culturally relevant pedagogy in practice not just in talk, hope, or aspiration;26
4.8.1.6;Contradiction: Whiteness Begets Whiteness;26
4.8.1.7;Contradiction: Roadblock in the Mirror;27
4.8.1.8;Conclusion;29
4.8.1.9;References;30
4.9;CHAPTER 2;34
4.9.1;Naming the Unnamed;34
4.9.1.1;Ali Michael University of Pennsylvania;34
4.9.1.2;Chonika Coleman-King University of Tennessee, Knoxville;34
4.9.1.3;Sarah Lee Friends Select School;34
4.9.1.4;Cecilia Ramirez Partner, C-Luxe Axiom LLC and Producer, Hispanic Choice Awards;34
4.9.1.5;Keisha Bentley-Edwards Duke University;34
4.9.1.6;Narrative Accounts;36
4.9.1.7;Sarah Lee: Cultural (In)Visibility;36
4.9.1.8;Keisha Bentley-Edwards: Culture as Gate Keeper;38
4.9.1.9;Cecilia Ramirez: Culture and Belonging;40
4.9.1.10;Chonika Coleman-King: Cultural Ranking;43
4.9.1.10.1;Language;43
4.9.1.10.2;Family;44
4.9.1.10.3;Social Norms;44
4.9.1.10.4;Presumption of Superiority;45
4.9.1.11;Ali Michael: White Cultural Capital;46
4.9.1.12;Culture and Whiteness;48
4.9.1.13;Whiteness Defined in Relief;50
4.9.1.14;Methods;51
4.9.1.15;Analysis;52
4.9.1.15.1;Theme 1: Superiority Complex;52
4.9.1.15.2;Theme 2: Value of Reconnecting to Racial/Ethnic Heritage;52
4.9.1.15.3;Theme 3: The Demand for Assimilation;53
4.9.1.16;Resisting the Standardization of Whiteness in School;53
4.9.1.16.1;1. Start With Yourself;54
4.9.1.16.2;2. Proactively Make Race and Culture a Part of Your Classroom;54
4.9.1.16.3;3. Recognize That Healthy Racial Identity is Related to Academic Success, and That All Students Need Space to Develop Their Racial Identity;55
4.9.1.16.4;4. Learn to Differentiate and Accommodate, Not Judge;56
4.9.1.17;Conclusion;56
4.9.1.18;NOTES;56
4.9.1.19;References;57
4.10;CHAPTER 3;60
4.10.1;Precarious and Undeniable Bodies;60
4.10.1.1;Angela C. Coffee, Erin B. Stutelberg, Colleen H. Clements, and Timothy J. Lensmire University of Minnesota;60
4.10.1.2;A Memory;60
4.10.1.3;Introduction;61
4.10.1.4;Collective Memory Work;62
4.10.1.5;Theoretical and Historical Framing;63
4.10.1.6;Nation Building;63
4.10.1.7;Family of the State;64
4.10.1.8;Disciplining Femininity;65
4.10.1.9;Control;66
4.10.1.10;The White Gaze;66
4.10.1.11;Waste;69
4.10.1.12;Reading Waste;69
4.10.1.13;Rereading Waste;72
4.10.1.14;Danger;73
4.10.1.15;Teacher Authority;74
4.10.1.16;White Femininity;75
4.10.1.17;Fear of Intimacy;76
4.10.1.18;Conclusion;78
4.10.1.19;NOTES;79
4.10.1.20;References;81
4.10.2;Part II;84
4.10.2.1;Investigating White Teacher Image and Identity;84
4.11;CHAPTER 4;86
4.11.1;Double Image, Single Identity;86
4.11.1.1;Stephen D. Hancock University of North Carolina, Charlotte;86
4.11.1.2;Double Image: Single Identity;87
4.11.1.3;Whiteness as Racism;89
4.11.1.4;Double Image: White Women Teacher Identities;90
4.11.1.5;Trope Narratives: The White Woman Teacher;91
4.11.1.5.1;Trope 1: Mrs. Jones;92
4.11.1.5.2;Analysis;93
4.11.1.5.2.1;Trope 2: Ms. Scott;93
4.11.1.5.3;Analysis;95
4.11.1.6;Critical Reflective Practice;95
4.11.1.7;Constructive Academic Relationships;96
4.11.1.8;Narrative: Academic Relationship;98
4.11.1.8.1;Analysis;99
4.11.1.9;Conclusion;99
4.11.1.10;References;100
4.12;CHAPTER 5;102
4.12.1;Doing Whiteness in the Classroom;102
4.12.1.1;Amy Brown University of Pennsylvania Naomi Reed University of California, Los Angeles;102
4.12.1.2;Key Questions;104
4.12.1.3;An Introduction to Ms. Carr;104
4.12.1.4;Context: College Prep and Research Methods;106
4.12.1.5;Researchers’ Positionality;108
4.12.1.6;Case Study: Ms. Carr;109
4.12.1.7;Ms. Carr and Parents;111
4.12.1.8;Conclusions: Ms. Carr;113
4.12.1.9;What is a Neoliberal Multicultural Subject?;115
4.12.1.10;Progressive White Teachers: Urban Activists or Multicultural Neoliberal Subjects?;116
4.12.1.11;Recommendations: Finding Possibility in Impossibility, Comfort in Discomfort;117
4.12.1.12;References;120
4.13;CHAPTER 6;122
4.13.1;“Becky Please!”;122
4.13.1.1;Cheryl Matias and Naomi Nishi University of Colorado, Denver;122
4.13.1.2;Introduction;124
4.13.1.2.1;1. How whiteness is exerted and felt by people of color;125
4.13.1.2.2;2. How White teachers can participate in antiracist teaching practices by critically self-investigating their own investment in whiteness ;125
4.13.1.3;The Disclaimer That Debunks Reading Under the Influence of Whiteness;126
4.13.1.4;“But I Was Married to a Hispanic...”;127
4.13.1.5;Exposing Whiteness;128
4.13.1.6;“But I volunteered for Obama”;130
4.13.1.7;Exposing Whiteness;131
4.13.1.8;You’re Killin’ Me, Smalls: Warnings From the “Becky Please” Crowd;134
4.13.1.9;Authors’ note;136
4.13.1.10;References;136
4.14;CHAPTER 7;138
4.14.1;The Murky and Mediated Experience of White Identities in Early Childhood;138
4.14.1.1;Erin Miller University of North Carolina, Charlotte;138
4.14.1.2;Methodology;139
4.14.1.2.1;Research Questions;139
4.14.1.2.2;Primary Participants and Methods;140
4.14.1.2.3;Data Analysis;140
4.14.1.2.4;Situated in a New Wave of White Teacher Studies;141
4.14.1.3;Literature That Grounds This Work;141
4.14.1.3.1;The Historical Construction of Whiteness;141
4.14.1.3.2;Whiteness and Young Children;142
4.14.1.3.3;A White Researcher’s Blind Spot;143
4.14.1.4;White Children Learning Whiteness;144
4.14.1.4.1;Discourses of Overrepresentation;145
4.14.1.4.2;Discourses of Omission;146
4.14.1.4.3;Reappropriating Whiteness;148
4.14.1.4.4;Critiquing Whiteness;150
4.14.1.5;Discussion: Becoming White;150
4.14.1.6;From Being to Becoming: Changing Our Stance With White Women Preservice Teachers;151
4.14.1.6.1;Seeing Whiteness in More Than Big Moments;152
4.14.1.6.2;Examining the Ontology of Race With White Women;153
4.14.1.6.3;Breaking Down Antiracist Hierarchies;154
4.14.1.7;Conclusion;154
4.14.1.8;References;155
4.14.2;Part III;160
4.14.2.1;Disentangling Race and Whiteness to Better Ensure Culturally Responsive Instruction;160
4.15;CHAPTER 8;162
4.15.1;“Nice White Ladies”;162
4.15.1.1;Chezare A. Warren Michigan State University Lloyd Matthew Talley University of Pennsylvania;162
4.15.1.2;Introduction;162
4.15.1.3;Culturally Responsive Teaching and “Nice White Ladies”;164
4.15.1.3.1;Naming the Role of Race and Racial Socialization in Becoming Culturally Responsive;165
4.15.1.3.2;Learning to See Race, Racism, and Whiteness in Pursuit of Cultural Responsiveness;167
4.15.1.4;Thematic Literature Review;168
4.15.1.5;Cultivating a More Culturally Responsive Teacher Workforce;170
4.15.1.5.1;Shared Humanity;177
4.15.1.5.2;Negotiating Good Intentions: Acknowledging the Hidden Nature of Racism and Whiteness;178
4.15.1.5.3;Empathy;178
4.15.1.6;Recommendations;180
4.15.1.6.1;Cultural Immersion;180
4.15.1.6.2;Mentorship;181
4.15.1.6.3;Misconceptions of Merit and Racial Illiteracy;182
4.15.1.6.4;Racial Stress;183
4.15.1.7;Conclusion;183
4.15.1.8;Notes;184
4.15.1.9;References;185
4.15.2;Table 8.1. Conceptual Literature Review Entries;171
4.15.3;Table 8.1. (Continued);173
4.15.4;Table 8.1. (Continued);175
4.16;CHAPTER 9;192
4.16.1;The Evidence of Things Not Seen?;192
4.16.1.1;Kevin Lawrence Henry, Jr. University of Arizona Chezare A. Warren Michigan State University;192
4.16.1.2;A Precursor: The Chronicle of the Unsaved Child;192
4.16.1.3;Introduction;196
4.16.1.4;New Orleans, Neoliberalism, and White Women Educators;198
4.16.1.4.1;Discipline Trends in Louisiana;199
4.16.1.5;Punitive Pedagogy in the City That Care Forgot;200
4.16.1.5.1;“Because That’s All They Know”: Claire’s Perspective on Student Discipline;200
4.16.1.5.2;Saving “Grace”… From the Future of the Present: Or, the Road to Hell is Paved With Good Intentions;203
4.16.1.6;Making Race Seen in the Practice of Student Discipline;204
4.16.1.7;Discussion and Possibilities: Moving Beyond Spirit Murder;207
4.16.1.8;Making Culturally Relevant Pedagogy a Priority;208
4.16.1.8.1;Develop a Critical Consciousness of Inequality (and Continually Do So);209
4.16.1.8.2;Engage in Strategic Deployments of Whiteness for Justice;209
4.16.1.8.3;Teaching What You Know;210
4.16.1.8.4;Develop Self-Reflexivity;210
4.16.1.9;Conclusion;210
4.16.1.10;NOTES;211
4.16.1.11;References;212
4.16.2;About the Contributors;216
4.16.2.1;ABOUT THE EDITORS;216
4.16.2.2;ABOUT THE AUTHORS;216
4.17;Back Cover;222