Critiquing Un/Critical Pedagogies to Move Toward a Pedagogy of Responsibility in Teacher Education

被引:20
作者
Berchini, Christina N. [1 ]
机构
[1] Univ Wisconsin, Dept English, 4115 Centennial Hall,105 Garfield Ave, Eau Claire, WI 54702 USA
关键词
teacher education preparation; critical theory; critical pedagogy; multicultural teacher education; race; class; gender; identity; WHITENESS;
D O I
10.1177/0022487117702572
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Transformative work with teacher candidates relies on a critique of the tenets of Critical Pedagogy and subsequent Critical Whiteness Studies (CWS). I employ analyses of extant scholarship to argue that these specific domains, as popularly framed, might be responsible for uncritical examinations of the White teacher education students who devotedly enroll in our courses and trust their teachers to treat them fairly, responsibly, and with care. I then entwine relevant research on White privilege pedagogies with my own narrative to argue that taking on the problem of Whiteness in teacher education seems to have inspired an uncritical pedagogy of harmful generalizations. To conclude, I reconceptualize the application of White privilege pedagogies for more complex, systemic examination, and argue that if we are to move beyond a pedagogy of dismantling students, more work which openly and honestly grapples with paradoxes, double binds, and contexts of Whiteness is needed.
引用
收藏
页码:463 / 475
页数:13
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