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Interrogating whiteness: Exploring i...

White, Edie.

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Interrogating whiteness: Exploring identities of white prospective teachers working for social justice.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Interrogating whiteness: Exploring identities of white prospective teachers working for social justice./
Author:	White, Edie.
Description:	296 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2375.
Contained By:	Dissertation Abstracts International70-07A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3367630
ISBN:	9781109273779

Interrogating whiteness: Exploring identities of white prospective teachers working for social justice.
White, Edie.

Interrogating whiteness: Exploring identities of white prospective teachers working for social justice. - 296 p.

Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2375.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2009.

This dissertation investigates the ways that one facet of identity, whiteness, influences teachers' understanding of their roles in the schools and informs their decision making within their practice. The study focuses on representing and analyzing the life histories of five white prospective teachers in an Elementary Education Program with the aim of understanding how life experiences shape one's emerging teacher identity. Situated within a Bakhtinian framework of the development of the self as well as an historical view of white privilege, I show how the life stories which individuals deem as important events in their lives influence how they come to understand what it means to be a socially just educator. The study challenges the status quo of Teacher Education Programs which often reinforce resistance to socially just pedagogies from white pre-service teachers.

ISBN: 9781109273779Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Interrogating whiteness: Exploring identities of white prospective teachers working for social justice.
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100 1 $a White, Edie. $3 1678019
245 1 0 $a Interrogating whiteness: Exploring identities of white prospective teachers working for social justice.
300 $a 296 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2375.
500 $a Adviser: Mary Louise Gomez.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2009.
520 $a This dissertation investigates the ways that one facet of identity, whiteness, influences teachers' understanding of their roles in the schools and informs their decision making within their practice. The study focuses on representing and analyzing the life histories of five white prospective teachers in an Elementary Education Program with the aim of understanding how life experiences shape one's emerging teacher identity. Situated within a Bakhtinian framework of the development of the self as well as an historical view of white privilege, I show how the life stories which individuals deem as important events in their lives influence how they come to understand what it means to be a socially just educator. The study challenges the status quo of Teacher Education Programs which often reinforce resistance to socially just pedagogies from white pre-service teachers.
590 $a School code: 0262.
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0727
710 2 $a The University of Wisconsin - Madison. $3 626640
773 0 $t Dissertation Abstracts International $g 70-07A.
790 1 0 $a Gomez, Mary Louise, $e advisor
790 $a 0262
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3367630