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The Urban Review

, Volume 50, Issue 4, pp 693–712 | Cite as

That’s Not Something We Have to Discuss: Interrupting Silences About Multiracial Students in Teacher Work

  • Joy Howard
Article
First Online:

Abstract

The author asserts that the field of teacher education must begin a critical conversation to better prepare and support teachers in attending to the complexities of racialized identities, experiences, and perspectives of multiracial students in K12 schools. The author offers a review of literature relevant to multiracial students, and draws from the emerging theoretical framework of Multicrit (Harris in Int J Qual Stud Educ 29(6):795–813, 2016) to present monoracism, ahistoricism, colorism and intersectionality to analyze excerpts from three respective research studies. Each excerpt demonstrates an imperative to build a critical understanding of multiracial students within teacher work. The author concludes with implications for future research and practice.

Keywords

Multiracial students Teachers Multicrit Qualitative 
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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2018

Authors and Affiliations

  1. 1.University of Southern IndianaEvansvilleUSA

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