Book contents
- Developing Critical Consciousness in Youth
- Contemporary Social Issues Series
- Developing Critical Consciousness in Youth
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Acknowledgments
- Introduction
- Part I Pedagogical, Curricular, and School-Based Contexts
- 1 Tools of Whiteness and Teaching for Critical Consciousness
- 2 Critical Consciousness Development in the Context of a School-Based Action Civics Intervention
- 3 Critical Consciousness Development in Place-Based Action Civics
- Part II Extracurricular Contexts
- Part III Societal Contexts
- Index
- References
1 - Tools of Whiteness and Teaching for Critical Consciousness
from Part I - Pedagogical, Curricular, and School-Based Contexts
Published online by Cambridge University Press: 11 May 2023
Book contents
- Developing Critical Consciousness in Youth
- Contemporary Social Issues Series
- Developing Critical Consciousness in Youth
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Acknowledgments
- Introduction
- Part I Pedagogical, Curricular, and School-Based Contexts
- 1 Tools of Whiteness and Teaching for Critical Consciousness
- 2 Critical Consciousness Development in the Context of a School-Based Action Civics Intervention
- 3 Critical Consciousness Development in Place-Based Action Civics
- Part II Extracurricular Contexts
- Part III Societal Contexts
- Index
- References
Summary
Schools are essential sites for nurturing critical consciousness about race and racism with youth of color. Yet, limited research has taken up how critical race consciousness development can be carried out with a primarily white teaching force or about the classroom practices of white teachers who are motivated to do this work. Drawing on observational data collected over four years, this chapter describes and analyzes lessons taught by three white educators as they earnestly attempt to teach about race and racism. Ultimately, we conclude that these white teachers used meaningful, thoughtful, and rigorous curricula resources to support their students’ developing critical consciousness about race and racism, yet they encountered several pedagogical challenges that may be rooted in their socialization into whiteness. Our findings have implications for white teacher preparation and support and offer practical insights for white teachers who are actively seeking to foster critical race consciousness with their students.
Keywords
- Type
- Chapter
- Information
- Developing Critical Consciousness in YouthContexts and Settings, pp. 17 - 40Publisher: Cambridge University PressPrint publication year: 2023
References
Amos, Y. T. (2011). Teacher dispositions for cultural competence: How should we prepare white teacher candidates for moral responsibility? Action in Teacher Education, 33(5–6), 481–492. https://doi.org/10.1080/01626620.2011.627037.Google Scholar
Bonilla-Silva, E. (2006). Racism without racists: Color-blind racism and the persistence of racial inequality in the United States. Rowman & Littlefield Publishers.Google Scholar
Cabrera, N., Milem, J., Jaquette, O., & Marx, R. (2014). Missing the (student achievement) forest for all the (political) trees: Empiricism and the Mexican American studies controversy in Tuscon. American Educational Research Journal, 51(6), 1084–1118. https://doi.org/10.3102/0002831214553705.Google Scholar
Cammarota, J. (2007). A social justice approach to achievement: Guiding Latina/o students toward educational attainment with a challenging, socially relevant curriculum. Equity & Excellence in Education, 40, 87–96. https://doi.org/10.1080/10665680601015153.Google Scholar
Campbell, D. (2008). Voice in the classroom: How an open classroom climate fosters political engagement among adolescents. Political Behavior, 30(4), 437–454.Google Scholar
Clay, K. L. (2019). “Despite the odds”: Unpacking the politics of Black resilience neoliberalism. American Educational Research Journal, 56(1), 75–110. https://doi.org/10.3102/0002831218790214.Google Scholar
Crowley, R. M. (2016). Transgressive and negotiated white racial knowledge. International Journal of Qualitative Studies in Education, 29(8), 1016–1029. https://doi.org/10.1080/09518398.2016.1174901.Google Scholar
DiAngelo, R. (2018). White fragility: Why it’s so hard for white people to talk about racism. Beacon Press.Google Scholar
Dobbs, C. L., Ippolito, J., & Charner-Laird, M. (2017). Scaling up professional learning: Technical expectations and adaptive challenges. Professional Development in Education, 43(5), 729–748. https://doi.org/10.1080/19415257.2016.1238834.Google Scholar
Duncan-Andrade, J. (2009). Note to educators: Hope required when growing roses in concrete. Harvard Educational Review, 79(2), 181–194. https://doi.org/10.17763/haer.79.2.nu3436017730384w.Google Scholar
Duncan-Andrade, J., & Morrell, E. (2008). The art of critical pedagogy: Possibilities for moving from theory to practice in urban schools. Peter Lang Publishing.Google Scholar
El-Amin, A., Seider, S., Graves, D. et al. (2017). Critical consciousness: A key to student achievement. Phi Delta Kappan, 98(5), 18–23. https://doi.org/10.1177/0031721717690360.Google Scholar
Fine, M. (2008). An epilogue of sorts. In Cammarota, J. and Fine, M. (Eds.), Revolutionizing education: Youth participatory action research in motion (pp. 213–234). Routledge.Google Scholar
Flanagan, C. A., & Christens, B. D. (2011). Youth civic development: Historical context and emerging issues. New Directions for Child and Adolescent Development, 134, 1–9. https://doi.org/10.1002/cd.307.Google Scholar
Godfrey, E. B., & Grayman, J. K. (2014). Teaching citizens: The role of open classroom climate in fostering critical consciousness among Youth. Journal of Youth Adolescence, 43, 1801–1817. https://doi.org/10.1007/s10964-013-0084-5.Google Scholar
Hess, D. (2002). Discussing controversial public issues in secondary social studies classrooms: Learning from skilled teachers. Theory and Research in Social Education, 30(1), 10–41. https://doi.org/10.1080/00933104.2002.10473177.Google Scholar
Hyland, N. E. (2009). One white teacher’s struggle for culturally relevant pedagogy: The problem of the community. The New Educator, 5(2), 95–112. https://doi.org/10.1080/1547688X.2009.10399567.Google Scholar
Hytten, K., & Warren, J. (2003). Engaging whiteness: How racial power gets reified in education.International Journal of Qualitative Studies in Education, 16(1), 65–89. https://doi.org/10.1080/0951839032000033509a.Google Scholar
Kahne, J., & Westheimer, J. (2003). Teaching democracy: What schools need to do. Phi Delta Kappan, 85(1), 34–67.Google Scholar
Kelly, L. (2013). Hip-hop literature: The politics, poetics, and power of hip-hop in the English classroom. English Journal, 102(5), 50–55.Google Scholar
Kirshner, B. (2015). Youth activism in an era of education inequality. New York University Press.Google Scholar
LaDuke, A. E. (2009). Resistance and renegotiation: Preservice teacher interactions with and reactions to multicultural education course content. Multicultural Education, 16(3), 37–44.Google Scholar
Lee, C. D. (2007). Culture, literacy, and learning: Taking bloom in the midst of the whirlwind. Teachers College Press.Google Scholar
Lewis, A. E. (2001). There is no “race” in the schoolyard: Color-blind ideology in an (almost) all-white school. American Educational Research Journal, 38(4), 781–811. https://doi.org/10.3102/00028312038004781.Google Scholar
Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.Google Scholar
McIntosh, P. (1988). White privilege: Unpacking the invisible knapsack. Race, class, and gender, 95–105.Google Scholar
McIntyre, A. (1997). Constructing an image of a white teacher. Teachers College Record, 98(4), 653–681.Google Scholar
Morrell, E. (2002). Toward a critical pedagogy of popular culture: Literacy development among urban youth. Journal of Adolescent & Adult Literacy, 46(1), 72–77.Google Scholar
Picower, B. (2021). Reading, writing, and racism: Disrupting whiteness in teacher education and in the classroom. Beacon Press.Google Scholar
Segall, A., & Garrett, J. (2013). White teachers talking race. Teaching Education, 24(3), 265–291. https://doi.org/10.1080/10476210.2012.704509.Google Scholar
Seider, S., & Graves, D. (2020). Schooling for critical consciousness: Engaging Black and Latinx youth in analyzing, navigating, and challenging racial injustice. Harvard Education Press.Google Scholar
Sleeter, C. E. (1993). How white teachers construct race. In Ladson-Billings, G. & Gillborn, D. (Eds.), The Routledge Falmer reader in multicultural education (pp. 163–178). RoutledgeFalmer.Google Scholar
Staples, B. (2007). Just walk on by: A Black man ponders his power to alter public space. In Mitrašinović, M & Mehta, V (Eds.) (2021). Public Space Reader (1st ed.) (pp. 186–189). Routledge. https://doi.org/10.4324/9781351202558.Google Scholar
Ukpokodu, O. (2011). Developing teachers’ cultural competence: One teacher educator’s practice of unpacking student culturelessness. Action in Teacher Education, 33(5–6), 432–454. https://doi.org/10.1080/01626620.2011.627033.Google Scholar
Ullucci, K. (2011). Learning to see: The development of race and class consciousness in white teachers. Race Ethnicity and Education, 14(4), 561–577. https://doi.org/10.1080/13613324.2010.519982.Google Scholar
Watts, R. J., Diemer, M. A., & Voight, A. M. (2011). Critical consciousness: Current status and future directions. New Directions for Child and Adolescent Development, 2011(134), 43–57. https://doi.org/10.1002/cd.310.Google Scholar