Whiteness as Property: Innocence and Ability in Teacher Education

Autor/in	Annamma, Subini Ancy
Titel	Whiteness as Property: Innocence and Ability in Teacher Education
Quelle	In: Urban Review: Issues and Ideas in Public Education, 47 (2015) 2, S.293-316 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-014-0293-6
Schlagwörter	Juvenile Justice; Correctional Education; Teacher Characteristics; Minority Group Students; Females; Teacher Education Programs; Critical Theory; Race; Whites; Racial Bias; Racial Discrimination; Teacher Attitudes; Consciousness Raising; Social Justice; Social Bias + Suchen Sie Ihr Suchwort? Jugendgerichtshilfe; Fürsorgeerziehung; Weibliches Geschlecht; Kritische Theorie; Rasse; Abstammung; White; Weißer; Racial discrimination; Rassismus; Racial bias; Lehrerverhalten; Bewusstseinsbildung; Soziale Gerechtigkeit
Abstract	In this article, I empirically examined the dispositions of teachers in juvenile justice surrounding young women of color with disabilities to inform what improvements can be made in teacher education. I utilized Critical Race Theory (CRT) and focused on the tenet of whiteness as property as a lens to provide a robust racial analysis of the dispositions of teachers. Findings indicated that instead of a status that elicited support, ability became another thing to surveil, perpetuating a commitment to whiteness as property. An implication that arose directly from these findings was that teachers need training in understanding theories of race, racism, and inequities that recognize the historical legacy of whiteness as property. This training could lead to a change in teacher dispositions and practices that may disrupt the School to Prison Pipeline. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01