期刊
URBAN EDUCATION
卷 54, 期 7, 页码 891-918出版社
SAGE PUBLICATIONS INC
DOI: 10.1177/0042085917690205
关键词
race; identity; postsecondary education; programs; urban; social; teacher candidates; urban education; teacher development; White students; White teachers; activism
A narrative literature review was conducted to examine how researchers address the concept of White privilege in teacher education using critical race theory. A Boolean search revealed 26 articles met criteria for inclusion. Findings show most researchers (n = 15, 55%) investigated perceptions of White privilege within individual multicultural education courses and not comprehensively at the teacher education program level. Many White preservice teachers had difficulty connecting race-based privilege with systemic inequities. Implications for future research and training preservice teachers are provided.
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