In this article, the authors use critical race theory (CRT), Paulo Freire’s problem-posing method, and case study research to introduce an alternative instructional and pedagogical methodology in teacher education. These approaches attempt to get at deep-rooted ideologies by creating a space in a social foundations course for teacher candidates to unlearn their stereotypical knowledge of race while analyzing and theorizing what it means to teach a diverse student population. When using such a methodology, the authors recommend that teacher candidates have access to a variety of cultural immersion and field experiences in communities of color. These experiences are critical to learning why they should and how they can talk about race and racism.
Get full access to this article
View all access options for this article.
References
1.
Alschuler, A. (1980). School discipline: A socially literate solution. New York: McGraw-Hill.
2.
Banfield, E. (1970). Schooling versus education. In The unheavenly city: The nature and future of our urban crisis (pp. 132-157). Boston: Little, Brown.
3.
Barnes, L., Christensen, C., & Hansen, A. (1994). Teaching and the case method: Test, cases, and readings (3rd ed.). Boston: Harvard Business School Press.
4.
Bartolome, L. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review, 64, 173-194.
5.
Bell, D. (1992). Faces at the bottom of the well: The permanence of racism. New York: Basic Books.
6.
Bernstein, B. (1977). Class, codes, and control: Vol. 3. Towards a theory of educational transmission. Boston: Routledge Kegan Paul.
7.
Cochran-Smith, M. (1995a). Color blindness and basket making are not the answers: Confronting the dilemmas of race, culture, and language diversity in teacher education. American Educational Research Journal, 32, 493-522.
8.
Cochran-Smith, M. (1995b). Uncertain allies: Understanding the boundaries of race and teaching. Harvard Educational Review, 65, 541-570.
9.
Cochran-Smith, M. (2000). Blind vision: Unlearning racism in teacher education. Harvard Educational Review, 70, 157-190.
10.
Darling-Hammond, L. (1996). The right to learn and the advancement of teaching: Research, policy, and practice for democratic education. Educational Researcher, 25(6), 5-17.
11.
Delgado, R. (Ed.). (1995). Critical race theory: The cutting edge. Philadelphia: Temple University Press.
12.
Delgado, R., & Stefancic, J. (1993). Critical race theory: An annotated bibliography. Virginia Law Review, 79, 461-516.
13.
Delgado, R., & Stefancic, J. (1994). Critical race theory: An annotated bibliography 1993, a year of transition. University of Colorado Law Review, 66, 159-193.
14.
Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Education Review, 58, 280-298.
15.
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
16.
Freire, P. (1973). Education for a critical consciousness. New York: Seabury.
17.
Giroux, H. (1985, May). Teachers as transformative intellectuals. Social Education, 376-379.
18.
hooks, b. (1993). Transformative pedagogy and multiculturalism. In T. Perry & J. Fraser (Eds.), Freedom’s plow (pp. 91-97). Boston: Routledge Kegan Paul.
19.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Boston: Routledge Kegan Paul.
20.
King, J. (1991) Dysconscious racism: Ideology, identity, and the miseducation of teachers. Journal of Negro Education, 60, 133-146.
Kretzman, J., & McKnight, J. (1993). Building communities from the inside out: A path toward finding and mobilizing a community’s assets. Chicago: ACTA.
23.
Ladson-Billings, G. (1994). Dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.
24.
Ladson-Billings, G. (1995). Towards theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465-491.
25.
Ladson-Billings, G. (1996). Silences as weapons: Challenges of a Black professor teaching White students. Theory Into Practice, 35, 79-85.
26.
Ladson-Billings, G., & Tate, W. (1995). Toward a critical race theory of education. Teachers College Record, 97, 47-68.
27.
Lawrence, C. (1992). The word and the river: Pedagogy as scholarship as struggle. Southern California Law Review, 65, 2231-2298.
28.
Lee, S. (1996). Unraveling the “model minority stereotype”: Listening to Asian American youth. New York: Teachers College Press.
29.
Lewis, O. (1968). The culture of poverty. In D. Moynihan (Ed.), On understanding poverty: Perspectives from the social sciences. New York: Basic Books.
30.
Matsuda, M., Lawrence, C., Delgado, R., & Crenshaw, K. (1993). Words that wound: Critical race theory, assaultive speech, and the first amendment. Boulder, CO: Westview.
31.
McAllister, G., & Irvine, J. J. (2000). Cross cultural competency and multicultural education. Review of Educational Research, 70, 3-24.
32.
McIntosh, P. (1989, July/August). White privilege: Unpacking the invisible knapsack. Peace and Freedom, 10-12.
33.
McLeod, J. (1995). Ain’t no makin’ it: Aspirations and attainment in a low-income neighborhood. Boulder, CO: Westview.
34.
Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
35.
Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educational Researcher, 21(8), 5-14.
36.
Persell, C. (1977). Education and inequality: The roots and results of stratification in America’s schools. New York: Free Press.
37.
Semali, L., & Kincheloe, J. (Eds.). (1999). What is indigenous knowledge? Voices from the academy. New York: Falmer.
38.
Shulhan, J. H. (Ed.). (1992). Case methods in teacher education. New York: Teachers College Press.
39.
Sleeter, C. (1996). Multicultural education as social activism. Albany: State University of New York Press.
40.
Sleeter, C., & Grant, C. (1988). Making choices for multicultural education: Five approaches to racism, class, and gender. New York: Macmillan.
41.
Smith, W., & Alschuler, A. (1976). How to measure Freire’s stages of conscientizacao: The C mode manual. Unpublished manuscript, University of Massachusetts, Amherst.
42.
Solórzano, D. (1989). Teaching and social change: Reflections on a Freirean approach in a college classroom. Teaching Sociology, 17, 218-225.
43.
Solórzano, D. (1997). Images and words that wound: Critical race theory, racial stereotyping, and teacher education. Teacher Education Quarterly, 24, 5-19.
44.
Solórzano, D. (1998). Critical race theory, racial and gender microaggressions, and the experiences of Chicana and Chicano scholars. International Journal of Qualitative Studies in Education, 11, 121-136.
45.
Solórzano, D., & Delgado Bernal, D. (2001). Critical race theory, transformational resistance, and social justice: Chicana and Chicano students in an urban context. Urban Education.
46.
Solórzano, D., & Solórzano, R. (1995). The Chicano educational experience: A proposed framework for effective schools in Chicano communities. Educational Policy, 9, 293-314.
47.
Solórzano, D., & Villalpando, O. (1998). Critical race theory: Marginality and the experiences of students of color in higher education. In C. Torres & T. Mitchell (Eds.), Sociology of education: Emerging perspectives (pp. 211-224). Albany: State University of New York Press.
48.
Solórzano, D., & Yosso, T. (2000). Toward a critical race theory of Chicana and Chicano education. In C. Tejeda, C. Martinez, & Z. Leonardo (Eds.), Demarcating the border of Chicana(o)/Latina(o) education (pp. 35-65). Cresskill, NJ: Hampton.
49.
Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8, 22-43.
50.
Solórzano, R., & Solórzano, D. (1999). Beginning teacher standards: Impact on second-language learners and implications for teacher education. Teacher Education Quarterly, 26, 37-70.
51.
Stefancic, J. (1998). Latino and Latina critical theory: An annotated bibliography. La Raza Law Journal, 10, 423-498.
52.
Tate, W. (1997). Critical race theory and education: History, theory, and implications. In M. Apple (Ed.), Review of research on education (Vol. 22, pp. 195-247). Washington, DC: American Educational Research Association.
53.
Tierney, W. (1993). Building communities of difference: Higher education in the twenty-first century. Westport, CT: Bergin & Garvey.
54.
Valdés, G. (1996). Con respecto: Bridging the distances between culturally diverse families and schools. New York: Teachers College Press.
55.
Valencia, R. (Ed.). (1997). The evolution of deficit thinking in educational thought and practice. New York: Falmer.
56.
Valencia, R., & Solórzano, D. (1997). Contemporary deficit thinking. In R. Valencia (Ed.), The evolution of deficit thinking in educational thought and practice (pp. 160-210). New York: Falmer.
57.
Wing, A. K. (1996). Critical race feminism and the international human rights of women in Bosnia, Palestine, and South Africa: Issues for LatCrit theory. University of Miami Inter American Law Review, 28, 337-360.
58.
Yin, R. K. (1993). Applications of case study research. Newbury Park, CA: Sage.
59.
Zeichner, K. (1991, April). Teacher education for social responsibility: The conception of teaching expertise underlying elementary teacher education at the University of Wisconsin, Madison. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
60.
Zeichner, K., Melnick, S., & Gomez, M. (Eds.). (1996). Currents of reform in preservice teacher education. New York: Teachers College Press.
