(DOWNLOAD) "Pedagogy of Privilege: White Preservice Teachers Learn About Whiteness (Report)" by Teaching and Learning * Book PDF Kindle ePub Free
eBook details
- Title: Pedagogy of Privilege: White Preservice Teachers Learn About Whiteness (Report)
- Author : Teaching and Learning
- Release Date : January 22, 2009
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 254 KB
Description
When I was studying to become a teacher, I was required to take a human relations class. In this course, I cheerily described my plans to teach about Africa and African literature, I discussed the importance of teaching about culture in foreign language classes, and I spoke of the need for mutual respect in the classroom. At the time, I thought I had done a great job of being open and tolerant. The focus of my work in this course was on far-removed "others." I never engaged in an examination of myself and my own race, culture, and privilege. Indeed, even the concepts of prejudice, discrimination, and racism were not ones that I understood well or related to teaching in any but the most superficial of ways. It was only later in life that I embarked upon a journey of personal transformation, and it impacted my pedagogy and my view of the world in radical ways. For many years, schools of education have engaged in multicultural education that focus solely on "the other." Some of these programs have been critical' and have served to advance the interests of students of color in schools while others have failed to challenge preservice teachers' understandings of race, racism, power, and pedagogy. In recent years, however, scholars in the field of Critical Whiteness Studies have turned their attention to studying Whiteness and White privilege as a means of advancing social justice. While many important and well-known scholars in multicultural education have focused their work on vital topics such as increasing the learning of students, modifying the teaching strategies of instructors, adapting curriculum, and questioning power relationships (i.e., Banks, 1993, 1994, 1995; Hollins, King, & Hayman, 1994; Larkin & Sleeter, 1995), others (e.g., Frankenberg, 1993; McIntyre, 1997) have begun exploring the life histories and experiences of teachers-White teachers in particular--as a means to understand the world view of such teachers, and thus perhaps change the deeply entrenched stereotypes perpetuated by our society and by our schools. This exploration has been prompted by the fact that, despite the increasingly diverse student body (U.S. Census Bureau, 2000), the teaching pool continues to be overwhelmingly White and does not show signs of changing soon (National Center for Education Statistics, 2002). Additionally, disparities between students of color and Caucasian students continue to exist in several domains: in perceived achievement (as measured by test scores), in disciplinary rates (suspensions and expulsions), and in referral to special education classes (see, for example, Weber, 2002 and Ladner, 2002). Therefore, many have claimed that more attention needs to be paid to how to empower and encourage White teachers to work for social justice.
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