東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The racial geography of teaching: Tw...

Demers, Kelly Elaine.

Linked to FindBook

Google Book

Amazon

博客來

The racial geography of teaching: Two White teachers' construction of race.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The racial geography of teaching: Two White teachers' construction of race./
Author:	Demers, Kelly Elaine.
Description:	326 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0453.
Contained By:	Dissertation Abstracts International70-02A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3349515
ISBN:	9781109052824

The racial geography of teaching: Two White teachers' construction of race.
Demers, Kelly Elaine.

The racial geography of teaching: Two White teachers' construction of race. - 326 p.

Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0453.

Thesis (Ph.D.)--Boston College, 2009.

In this study, I asked two questions: "How does the ideological stance of two White elementary school teachers inform their construction of race?" and, "How do teachers' ideological stances and constructions of race influence teaching practice?" The purpose of this study was to understand the ways that White teachers negotiated the meaning of race and racism within their personal lives and professional practice. Using a critical ethnographic approach, I examined the experience of two White teachers from a variety of perspectives. Data included semi-structured interviews, participant observations and selected classroom artifacts. In order to look at the data, I developed a conceptual framework referred to as the "racial geography of teaching." This framework emerged from Frankenberg's (1993) conception of the sociology of race, Rousmaniere's (2001) interpretation of racial biography, theoretical and empirical work about White teachers, and repeated readings of the collected data. Findings suggested that White teachers are worried about race, and this worry is negotiated through discursive repertoires such as color-blindness and race cognizance. For the color-blind White teacher, practice is shaped by avoidance and silence about race, which prevents him or her from fully knowing his or her students. For the race cognizant teacher, practice is shaped by the idea that practice is far more expansive than what goes on in the classroom or the school community at-large.

ISBN: 9781109052824Subjects--Topical Terms:

626654
Education, Sociology of.

The racial geography of teaching: Two White teachers' construction of race.
LDR:02569nam 2200337 4500 001 1399069
005 20110922101008.5
008 130515s2009 ||||||||||||||||| ||eng d
020 $a 9781109052824
035 $a (UMI)AAI3349515
035 $a AAI3349515
040 $a UMI $c UMI
100 1 $a Demers, Kelly Elaine. $3 1678006
245 1 4 $a The racial geography of teaching: Two White teachers' construction of race.
300 $a 326 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0453.
500 $a Adviser: Marilyn Cochran-Smith.
502 $a Thesis (Ph.D.)--Boston College, 2009.
520 $a In this study, I asked two questions: "How does the ideological stance of two White elementary school teachers inform their construction of race?" and, "How do teachers' ideological stances and constructions of race influence teaching practice?" The purpose of this study was to understand the ways that White teachers negotiated the meaning of race and racism within their personal lives and professional practice. Using a critical ethnographic approach, I examined the experience of two White teachers from a variety of perspectives. Data included semi-structured interviews, participant observations and selected classroom artifacts. In order to look at the data, I developed a conceptual framework referred to as the "racial geography of teaching." This framework emerged from Frankenberg's (1993) conception of the sociology of race, Rousmaniere's (2001) interpretation of racial biography, theoretical and empirical work about White teachers, and repeated readings of the collected data. Findings suggested that White teachers are worried about race, and this worry is negotiated through discursive repertoires such as color-blindness and race cognizance. For the color-blind White teacher, practice is shaped by avoidance and silence about race, which prevents him or her from fully knowing his or her students. For the race cognizant teacher, practice is shaped by the idea that practice is far more expansive than what goes on in the classroom or the school community at-large.
590 $a School code: 0016.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0340
690 $a 0530
690 $a 0631
690 $a 0727
710 2 $a Boston College. $b Lynch School of Education. $3 1023213
773 0 $t Dissertation Abstracts International $g 70-02A.
790 1 0 $a Cochran-Smith, Marilyn, $e advisor
790 1 0 $a Dodson, Lisa $e committee member
790 1 0 $a Jackson, Janice $e committee member
790 1 0 $a Lykes, M. Brintion $e committee member
790 $a 0016
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3349515