Publications and Research
Document Type
Article
Publication Date
2010
Abstract
Three early-career scholars write across their experiences as underrepresented faculty who teach required diversity courses to future educators in a predominantly white, small, state college. The authors theorize student resistance to course material and to faculty of color teaching about race and racism in a series of tableaus of their classrooms. They examine the ways that students' tactics of avoidance, consuming the Other, and "I won't learn from you" are simultaneously ''about us and not about us," unmasking uneven assumptions about the role of diversity courses in teacher preparation programs.
Included in
Race, Ethnicity and Post-Colonial Studies Commons, Scholarship of Teaching and Learning Commons
Comments
This work was originally published in the Journal of the International Society for Teacher Education.