Description
Book SynopsisDespite the best intentions of teacher educators, diversity awareness in teacher education typically reproduces a racial hierarchy privileging Whiteness while also educating preservice teachers against this very hierarchy. The phenomenon, which is effortless and easily reproduced, is constructed in part through student self-expression, peer interaction, and instructional practices. This inquiry follows White undergraduate students in a state university through an academic semester in order to capture autobiographical reporting at the outset, asynchronous, peer-mediated, online discussions at the mid-term, and concludes with personal reflections on self-perceptions of growth. Using grounded theory, this phenomenological study examines participants' relationships to White privilege in order to improve instructional practices in the teacher education classroom. The relationship between the private and public faces of participants is analogous to the micro-level and macro-level function o
Trade ReviewIn the coming decade, our most novice teacher colleagues will face challenges that previous generations never even considered. Dr. Sider’s White Double-Consciousness provides a framework for teacher educators and new teachers to contemplate diversity, in all its forms, and how our ways of knowing directly influence our students’ learning. Conversations surrounding Dr. Sider’s work will be uncomfortable, at times even contentious, and are absolutely necessary. -- Catherine Snyder, Clarkson University
Addressing educational outcome and opportunity disparities for youth of color requires teachers to confront their own beliefs and experiences. This book tackles the topic of white privilege in teacher preparation through rich narrative accounts from the perspective a teacher educator. Sider’s engaging narratives are complemented by findings from his research working with preservice teachers and offers teacher educators and researchers alike valuable insight into how to confront white privilege in teaching and research. -- Kristen C. Wilcox, University at Albany
Table of ContentsChapter 1: The Teacher Education Classroom Chapter 2: Framing White Privilege in Teacher Education Chapter 3: Self-Identity and the Construction of Status Chapter 4: White-Double-Consciousness in Context Chapter 5: The Shifting Self-Reflection Chapter 6: A Pedagogy of Praxis: Theory, Practice, and the Future Chapter 7: Afterword Appendices Bibliography About the Author
