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How student teachers (don't) talk about race: An intersectional analysis
Ist Teil von
Race, ethnicity and education, 2016-01, Vol.19 (1), p.67-95
Ort / Verlag
United Kingdom: Routledge
Erscheinungsjahr
2016
Link zum Volltext
Quelle
Alma/SFX Local Collection
Beschreibungen/Notizen
This study explores how student teacher talk about their students illuminates the identities ascribed to these same students. It uses a hybrid intersectional framework based on Disability Studies, Critical Race Theory, and Latino Critical Theory and methodologies (like examining majoritarian stories, counter-storytelling, coded talk, and post-civil rights race talk) to uncover how student teacher talk reveals oppressive discourses of race, disability (and language status). This article focuses on how the medicalization of disability facilitates student teachers not identifying the racialization of disability in school. It demonstrates the need for educational research to employ an intersectionality lens when exploring educational issues related to students' identities.