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"All their teachers are White": Por...

Harding, Heather.

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"All their teachers are White": Portraits of 'successful' White teachers in predominantly Black classrooms.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"All their teachers are White": Portraits of 'successful' White teachers in predominantly Black classrooms./
作者:	Harding, Heather.
面頁冊數:	326 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2034.
Contained By:	Dissertation Abstracts International67-06A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3221599
ISBN:	9780542743573

"All their teachers are White": Portraits of 'successful' White teachers in predominantly Black classrooms.
Harding, Heather.

"All their teachers are White": Portraits of 'successful' White teachers in predominantly Black classrooms. - 326 p.

Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2034.

Thesis (Ed.D.)--Harvard University, 2006.

This dissertation explores the process of racialization for four White teachers identified as 'successful' with Black middle school students. Drawing data from classroom observations and interviews, the study asks how White teachers experience their Whiteness in predominantly Black classrooms; how they racialize their Black students; and how their pedagogy is racialized as a result. Using the qualitative methodology of portraiture, each teacher's biography and classroom practice is used to illustrate how race is understood, performed, internalized, and resisted. Portraiture illuminates the phenomenon under study by building an analytic narrative that combines empiricism and aesthetics distinguished by rigorous description and literary narrative.

ISBN: 9780542743573Subjects--Topical Terms:

1017673
Black Studies.

"All their teachers are White": Portraits of 'successful' White teachers in predominantly Black classrooms.
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245 1 0 $a "All their teachers are White": Portraits of 'successful' White teachers in predominantly Black classrooms.
300 $a 326 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2034.
500 $a Adviser: Sara Lawrence-Lightfoot.
502 $a Thesis (Ed.D.)--Harvard University, 2006.
520 $a This dissertation explores the process of racialization for four White teachers identified as 'successful' with Black middle school students. Drawing data from classroom observations and interviews, the study asks how White teachers experience their Whiteness in predominantly Black classrooms; how they racialize their Black students; and how their pedagogy is racialized as a result. Using the qualitative methodology of portraiture, each teacher's biography and classroom practice is used to illustrate how race is understood, performed, internalized, and resisted. Portraiture illuminates the phenomenon under study by building an analytic narrative that combines empiricism and aesthetics distinguished by rigorous description and literary narrative.
520 $a The findings of this study suggest that race mattered for 'successful' White teachers of Black students based on a temporally fixed notion of Whiteness as racist. Being in predominantly Black classrooms heightened the visibility of these teachers' Whiteness, leaving them with the challenge of disproving the unspoken perception that being White means being racist. The legacy of Whiteness as a racist ideology shaped the pedagogical actions of these teachers by forcing them to manage their Whiteness, which operated largely as an oppressive force that compromised and distorted their intentions. Three models for managing Whiteness emerged: recovering Colorblind, Exceptional, and Disassociated.
520 $a Though the managing of Whiteness did not always lead to a positive White identity, these teachers' classrooms were sites of 'race wrestling' (Pollock, 2004) where together adults and students struggled over the every day meanings of race. Against the pressure of low societal expectations held for 'urban' Black students and the structural inequality of public school systems, the teachers in this study offered effective teaching through developing consistent classroom structures, caring relationships with students, and holding high expectations. Their pedagogy was partly motivated out of a need to counter negative stereotypes about their students; thus it was racialized based on their constructions of Blackness.
520 $a Implications of the study include the importance of White teachers' reflection on life experiences that shape that construction of race---Whiteness, in particular. These findings underscore the need for preparation and professional development that engages an intellectually rigorous approach to anti-racist practice.
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