We're All Equal and Some Are More Equal than Others: Retro and On-going Musings on the Evolving Identities of Anti-Racist White Educators.
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| Title: | We're All Equal and Some Are More Equal than Others: Retro and On-going Musings on the Evolving Identities of Anti-Racist White Educators. |
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| Language: | English |
| Authors: | Perry, Mark |
| Peer Reviewed: | N |
| Page Count: | 15 |
| Publication Date: | 1997 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Critical Thinking, Decision Making, Educational Philosophy, Equal Education, Higher Education, Racial Relations, Reflective Teaching, Risk, Self Evaluation (Individuals), Teacher Education, Teacher Effectiveness, Whites |
| Geographic Terms: | U.S.; Washington |
| Abstract: | This study examines the attitudes of eight white teachers, plus the principle investigator, who characterize themselves as anti-racist and what experiences contributed to the development of those attitudes. The analysis reviewed present teacher education courses and cited research about alternative programs and at-risk students. The driving force of teaching is engagement and not what the state or education school mandates. Engaged pedagogy includes: (1) cultural relevancy; (2) teacher reflection; (3) a pedagogy of hope; and (4) teachers as researchers (and curricularists). The study also raises the questions about current dilemmas related to curriculum changes and risk-taking to develop student engagement. (EH) |
| Notes: | Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). |
| Journal Code: | RIEDEC1998 |
| Entry Date: | 1998 |
| Accession Number: | ED421383 |
| Database: | ERIC |
| Abstract: | This study examines the attitudes of eight white teachers, plus the principle investigator, who characterize themselves as anti-racist and what experiences contributed to the development of those attitudes. The analysis reviewed present teacher education courses and cited research about alternative programs and at-risk students. The driving force of teaching is engagement and not what the state or education school mandates. Engaged pedagogy includes: (1) cultural relevancy; (2) teacher reflection; (3) a pedagogy of hope; and (4) teachers as researchers (and curricularists). The study also raises the questions about current dilemmas related to curriculum changes and risk-taking to develop student engagement. (EH) |
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