Search results for: Race

The current study examines the study-abroad experiences of pre-service teacher candidates at the Faculty of Education, York University, using transformative learning theory. Teacher candidates face disorienting experiences while studying abroad; students reported facing racial dynamics, “outsider” status, risk-taking behavior and power relations. This influences their ability to develop empathy for ethnically diverse students.

The current study explores novice, urban-trained teachers’ evaluations of their current schools. The participants were16 teachers from the same private, graduate-level university teacher education program (TEP) in the eastern United States. The findings reveal that these teachers prefer the behaviors, beliefs, and values that they perceive most resemble suburban-ness or middle-class-ness. This study demonstrates how these teachers’ ranking essentially reinforced the dominance of White, middle-class culture, revealing the hidden discourse of class and how the beliefs associated with class are often entangled with race.

In this article, the author examines the relationship between school desegregation, environmental inequality, structural racialization, and health and educational outcomes. The author proposes a conceptual framework for linking environmental health to educational outcomes that considers the dynamic social processes through which social and environmental inequalities are produced, reproduced, and transformed. The author concludes that the eco-apartheid framework provides a useful model for theory building in the study of environmental health and educational equity.

This article examines the ways that a group of US pre-service teachers expressed and challenged each other's contradictory discourses about teaching for social justice. Particularly significant are the many ways that this group of students enacted subject positions around race and sexuality as various combinations of African American, White, gay, straight, lesbian, Christian, and as members of this class. This research demonstrates the ways that social justice teacher education differentially positions people who have been historically marginalized and how it can at times reify a hierarchy of marginality.