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作者

来源

URBAN EDUCATION,Vol.52,Issue2,P.155-169

语言

英文

关键字

race; identity; racism; whiteness; teacher education; urban education; critical race theory; STUDENTS; CANDIDATES; COLOR

作者单位

[Sleeter, Christine E.] Calif State Univ Monterey Bay, Coll Profess Studies, Seaside, CA USA. Sleeter, CE (reprint author), 118 1-2 Dunecrest Ave, Monterey, CA 93940 USA. E-Mail: csleeter@gmail.com

摘要

This article uses three tenets of critical race theory to critique the common pattern of teacher education focusing on preparing predominantly White cohorts of teacher candidates for racially and ethnically diverse students. The tenet of interest convergence asks how White interests are served through incremental steps. The tenet of color blindness prompts asking how structures that seem neutral, such as teacher testing, reinforce Whiteness and White interests. The tenet of experiential knowledge prompts asking whose voices are being heard. The article argues that much about teacher education can be changed, offering suggestions that derive from these tenets.