White Women's Work : Examining the Intersectionality of Teaching, Identity, and Race(HC)

Chezare A. Warren

ISBN 10: 1681236486 / ISBN 13: 9781681236483

Editore: Information Age Publishing, 2016

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nach der Bestellung gedruckt Neuware - Printed after ordering - A volume in Contemporary Perspectives on Access, Equity, and AchievementHistorically, white women have had a tremendous influence on establishing the ideological, political, and culturalscaffold of American public schools. Pedagogical orientations, school policies, and classroom practices are underwritten by white, cisgender,feminine, and middle to upper class social and cultural norms. Labor trends suggest that students of color are likely to sit in front of many morewhite women teachers than males or non¿white teachers, thus making it imperative to better understand the nature of white women s work inculturally diverse settings and the factors that most profoundly impact their effectiveness. This book examines how white women teacherdispositions (i.e. knowledge, beliefs, and skills) intersect (and/or interact) with their racial identity development, the concept of whiteness,institutional racism, and cultural perspectives of racial difference. All of which, as the authors in this volume argue, matter for nurturing a teachingpractice that leads to more equitable schooling outcomes for youth of color.While it is imperative that the field of education recruits and retains more nonwhite teachers, it is equally important to identify research¿supportedprofessional development resources for a white woman¿dominated profession. To that end, the book s contributors present critical insight forcreating cultural contexts for learning conducive to effective cross¿cultural and cross¿racial teaching. Chapters in the first section explore whitewomen s role in establishing and maintaining school environments that cater to Eurocentricsensibilities and white racial preferences for learning and social interaction. Authors in the secondsection discern the implications of white images, whiteness, and white racial identity formation forpreparing and professionally developing white women teachers to be effective educators. Chapters in thethird section of the book emphasize the centrality of race in negotiating academic interactions thatdemonstrate culturally responsive teaching. Each chapter in this book is written to investigate theintersectionality of race, cultural responsive pedagogies, and teaching identities as it relate to teaching inmultiethnic environments. In addition, the book offers solution¿oriented practices to equip white women(and any other reader) to respond appropriately and adequately to the needs of racially diverse students inAmerican schools.

Codice articolo 9781681236483

Dati bibliografici

• Titolo: White Women's Work : Examining the Intersectionality of Teaching, Identity, and Race(HC)
• Editore: Information Age Publishing
• Data di pubblicazione: 2016
• Lingua: Inglese
• ISBN 10: 1681236486
• ISBN 13: 9781681236483
• Rilegatura: Buch
• Condizione: Neu
• Dimensioni: 240 L x 161 A x 17 P (millimetri) 240 millimetri di larghezza per 161 millimetri di altezza per 17 millimetri di profondità
• Peso: 502 grammi

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Riassunto

Historically, white women have had a tremendous influence on establishing the ideological, political, and cultural scaffold of American public schools. Pedagogical orientations, school policies, and classroom practices are underwritten by white, cisgender, feminine, and middle to upper class social and cultural norms. Labor trends suggest that students of color are likely to sit in front of many more white women teachers than males or non-white teachers, thus making it imperative to better understand the nature of white women’s work in culturally diverse settings and the factors that most profoundly impact their effectiveness. This book examines how white women teacher dispositions (i.e. knowledge, beliefs, and skills) intersect (and/or interact) with their racial identity development, the concept of whiteness, institutional racism, and cultural perspectives of racial difference. All of which, as the authors in this volume argue, matter for nurturing a teaching practice that leads to more equitable schooling outcomes for youth of color.

While it is imperative that the field of education recruits and retains more nonwhite teachers, it is equally important to identify research-supported professional development resources for a white woman-dominated profession. To that end, the book’s contributors present critical insight for creating cultural contexts for learning conducive to effective cross-cultural and cross-racial teaching. Chapters in the first section explore white women’s role in establishing and maintaining school environments that cater to Eurocentric sensibilities and white racial preferences for learning and social interaction. Authors in the second section discern the implications of white images, whiteness, and white racial identity formation for preparing and professionally developing white women teachers to be effective educators. Chapters in the third section of the book emphasize the centrality of race in negotiating academic interactions that demonstrate culturally responsive teaching. Each chapter in this book is written to investigate the intersectionality of race, cultural responsive pedagogies, and teaching identities as it relate to teaching in multiethnic environments. In addition, the book offers solution-oriented practices to equip white women (and any other reader) to respond appropriately and adequately to the needs of racially diverse students in American schools.