Colorism as a Salient Space for Understanding in Teacher Preparation

Autor/inn/en	McGee, Ebony O.; Alvarez, Adam; Milner, H. Richard
Titel	Colorism as a Salient Space for Understanding in Teacher Preparation
Quelle	In: Theory Into Practice, 55 (2016) 1, S.69-79 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2016.1116882
Schlagwörter	Preservice Teacher Education; Race; African American Students; Females; Racial Bias; Racial Attitudes; Student Experience; Interpersonal Relationship; Teacher Education Programs; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Rasse; Abstammung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Racial discrimination; Rassismus; Rassenfrage; Studienerfahrung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	In this article, we posit the salience of colorism as an important aspect of race in the knowledge construction and preparation of teachers. Although many more teacher education programs across the United States have begun to infuse aspects of race into their curricula, there is sparse literature about the role of colorism in teacher preparation and its potential impact. This article explicitly focuses on darker-skinned students, who experience trauma differently from lighter-skinned students. This research chronicles the particular experiences of African American female students who endure deep-seated biases and attitudes regarding their skin color, both outside of and within school environments. We argue that teacher education programs should include learning opportunities on construction of race as a phenotype (the physical construction of skin tone, hair texture, facial features, and body physique) as an influence on the thinking, beliefs, and consequent practices of teachers in P-12 classrooms. The article concludes with an explicit recommendation for teacher education programs to prioritize colorism in the preparation of teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01