ERIC Number: EJ1281314
Record Type: Journal
Publication Date: 2021-Feb
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1245
EISSN: N/A
Countering Complacency with Radical Reflection: Supporting White Teachers in the Enactment of Critical Multicultural Praxis
Durand, Tina M.; Tavaras, Cassandra L.
Education and Urban Society, v53 n2 p146-162 Feb 2021
Although White teachers can be effective teachers of racially diverse students, studies continue to document factors that can undermine their success, such as color-blindness and unawareness of racial privilege. We argue that these factors contribute to a sense of complacency among White teachers regarding the implementation of culturally affirming practices. In this review, we advance an argument for the need for radically reflective practices that are necessary for the constitution of effective educational praxis for White teachers who teach in urban classrooms of mostly Black and brown students. Using Critical Multiculturalism as a framework, we address a gap in the translation of theory to practice by providing a set of process-oriented strategies that are necessary for the constitution of teacher praxis that is both radically reflective and radically hopeful, and where complacency is not an option.
Descriptors: Public School Teachers, Racial Bias, Reflective Teaching, Multicultural Education, Urban Education, Praxis, Teacher Student Relationship, Minority Group Students, Advantaged, Ethnic Stereotypes, Story Telling, Culturally Relevant Education, White Teachers
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A