ABSTRACT

Despite pedagogical efforts to promote preservice teachers’ racial literacy, preservice teachers may resist critical racial pedagogies. Such resistance has serious, detrimental consequences in classrooms populated with students of Color. To study how interracial groups of preservice teachers (PSTs) engage with issues of race outside of their coursework and fieldwork, I investigated preservice teachers’ engagement with race in discussing Claudia Rankine’s Citizen in an informal online space. The preservice teachers were embedded in an urban emergent elementary school in a predominantly African-American community in the Southeastern U.S. I asked: (1) how do PSTs use their racial literacy in an online critical inquiry community? (2) how might we understand the possibilities and constraints of PSTs’ practice of racial literacy? I found that some students continued to see issues of race and racism as an intellectual rather than a lived problem. Other students wrestled with their lived experiences of racism and those shared by their peers in response to their text. This work provides insight into how informal online spaces and small storytelling can be used to teach racial literacy, understand resistance, and implement antiracist action within teacher education.

摘要

尽管教育学努力促进职前教师的种族素养，职前教师可能会抵制批判性的种族教学法。这种抵制在有色人种学生的教室里产生了严重的、有害的后果。为了研究跨种族的职前教师 (PST) 群体如何参与他们的课程和实地工作之外的种族问题，我调查了职前教师在讨论克劳迪娅·兰金的《公民》时对种族的参与在一个非正式的在线空间中。职前教师被安置在美国东南部一个以非洲裔美国人为主的社区的一所城市新兴小学我问：（1）PST如何在在线批判性调查社区中使用他们的种族素养？(2) 我们如何理解 PST 的种族扫盲实践的可能性和限制？我发现一些学生继续将种族和种族主义问题视为知识问题而不是生活问题。其他学生与他们的种族主义生活经历以及他们的同龄人在回应他们的文字时分享的经历作斗争。这项工作深入了解了如何使用非正式的在线空间和小故事来教授种族素养、理解阻力并在教师教育中实施反种族主义行动。