TY - JOUR
T1 - The ‘I’ in Identity
T2 - A White Future Teacher Confronts Race in an Urban School
AU - Farinde-Wu, Abiola
AU - Alvarez, Adam J.
AU - Allen-Handy, Ayana
N1 - Funding Information:
This work was supported by the Community Foundation for Greater Atlanta [64,000].
Publisher Copyright:
© 2020 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2020
Y1 - 2020
N2 - A central issue teacher education programmes face is adequately preparing a majority White teacher population to address issues of race and diversity while meeting the varying academic needs of racially/ethnically diverse students. In examining the preparation of future educators, teacher education research confirms the importance of racial identity development; however, literature often omits the methods and strategies used to build racial consciousness and racial identities among preservice teachers. Considering this gap, this case study explores the identity development of a White future teacher participating in an educational initiative for underserved students of Colour. Through the lenses of teacher identity development and racial identity development theory, we found that in studying interviews and journal reflections our future educator showed increased racial awareness, influencing her pedagogical interactions with her Black students.
AB - A central issue teacher education programmes face is adequately preparing a majority White teacher population to address issues of race and diversity while meeting the varying academic needs of racially/ethnically diverse students. In examining the preparation of future educators, teacher education research confirms the importance of racial identity development; however, literature often omits the methods and strategies used to build racial consciousness and racial identities among preservice teachers. Considering this gap, this case study explores the identity development of a White future teacher participating in an educational initiative for underserved students of Colour. Through the lenses of teacher identity development and racial identity development theory, we found that in studying interviews and journal reflections our future educator showed increased racial awareness, influencing her pedagogical interactions with her Black students.
UR - http://www.scopus.com/inward/record.url?scp=85094868778&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85094868778&partnerID=8YFLogxK
U2 - 10.1080/23793406.2019.1711149
DO - 10.1080/23793406.2019.1711149
M3 - Article
AN - SCOPUS:85094868778
SN - 2379-3406
VL - 5
SP - 112
EP - 129
JO - Whiteness and Education
JF - Whiteness and Education
IS - 1
ER -