Full metadata
Title
White teachers' reflections on whiteness: documenting the journey
Description
Teacher learning is a complex and important idea, given the proposed centralized role these individuals have in eradicating the inequitable school outcomes for students of color. It is necessary that researchers document the complex trajectory of learning that occurs as teachers engage in critical reflection on their practice. In the current study, white, female teachers examined the ways their own beliefs, assumptions, and values impacted classroom interactions with students of color, as well as the ways power, privilege, and whiteness manifested in the classroom. Utilizing Cultural Historical Activity Theory (CHAT) as a framework for understanding teacher learning as product and process, as well as whiteness and feminist theories as interrogative tools, the complex and iterative learning trajectories of two elementary school teachers are described in detail. The participating teachers engaged in critical reflection in the context of collaborative interviews, in which they reflected upon excerpts from classroom videos using the lenses of whiteness, power, and privilege in order to consider their own and others' teaching related to deeply held beliefs, assumptions, and values.
Date Created
2014
Contributors
- Mruczek, Cynthia (Author)
- Swadener, Beth B. (Thesis advisor)
- Kozleski, Elizabeth B. (Thesis advisor)
- Scott, Kimberly A. (Committee member)
- Arizona State University (Publisher)
Topical Subject
- Teacher Education
- Education Policy
- Cultural Historical Activity Theory
- Equity
- Identity
- teacher learning
- Racism in education--United States.
- Teachers, White--United States--Attitudes.
- Teachers, White
- Women teachers--United States--Attitudes.
- Women teachers
- Reflective teaching--United States.
- Reflective teaching
Resource Type
Extent
x, 208 p. : ill. (some col.)
Language
eng
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.25002
Statement of Responsibility
by Cynthia Mruczek
Description Source
Viewed on May 29, 2015
Level of coding
full
Note
thesis
Partial requirement for: Ph. D., Arizona State University, 2014
bibliography
Includes bibliographical references (p. 170-183)
Field of study: Educational leadership and policy studies
System Created
- 2014-06-09 02:12:00
System Modified
- 2021-08-30 01:34:49
- 3 years ago
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