White Teachers, Racial Privilege, and the Sociological Imagination (Record no. 11057)

MARC details
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100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Crowley, Ryan
245 ## - TITLE STATEMENT
Title White Teachers, Racial Privilege, and the Sociological Imagination
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Name of publisher, distributor, etc Sage,
Date of publication, distribution, etc 2019.
300 ## - PHYSICAL DESCRIPTION
Pages Vol 54, Issue 10, 2019 (1462-1488 p.)
520 ## - SUMMARY, ETC.
Summary, etc The author draws from critical Whiteness studies and the sociological imagination to show how three White preservice teachers in an urban education program used personal experiences with racial privilege to understand structural racism. These stories depart from portrayals of race-evasive White teachers who struggle to engage with critical perspectives on race and racism. The participants’ stories—which openly critique meritocracy and color blindness—not only demonstrate possibility, but they also raise concerns about the use of personal experience by dominant groups and note how considerations of White privilege do not necessarily lead to an understanding of how one is complicit in the reproduction of White supremacy.
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Subject Whiteness,
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Subject racism,
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Subject teacher education,
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Subject antiracism,
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Subject White complicity
773 0# - HOST ITEM ENTRY
Host Biblionumber 10959
Host Itemnumber 15474
Place, publisher, and date of publication Sage, 2019.
Title Urban education
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier https://doi.org/10.1177/0042085916656901
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Koha item type Articles
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