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Race, Narrative Inquiry, and Self-Study in Curriculum and Teacher Education

Chapter

Abstract

It is critical for teacher educators to examine their own practices because what they do, say, and model in the classroom have the potential to influence teachers and students in P through 12 classrooms. In this chapter, I use narrative inquiry and self-study to examine my own curricula decisions in teaching race in a course with mostly White teacher-education students. Race, of course, is socially and legally constructed (see, for instance, Ladson-Billings & Tate, 1995; Tate, 1997). It does, from my research and experience, involve the interpretation of an individual’s skin color. Individuals from different biological groups are more the same than they are different. Studies that suggest that biology/genes are to blame for disparities, for instance, are faulty. These same analyses also suggest, however, that race is so ingrained in how we view each other that it cannot be overlooked or ignored (Bell, 1992; Ladson-Billings, 1998). Using racialized narratives in teacher-education courses can help circumvent resistance and disengagement among education students where race and racism are concerned. Such a focus is important to the education of students in all schools, and particularly to students in urban schools. Urban schools are often populated by students of color and students from lower social classes, while teachers are overwhelming White and middle class.

Keywords

Teacher Educator Preservice Teacher Prospective Teacher Curriculum Development Black Student 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© H. Richard Milner IV 2010

Authors and Affiliations

  1. 1.Vanderbilt UniversityUSA

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