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Student Teachers’ Resistance to Exploring Racism.

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dc.contributor.author AVELING, NADO
dc.date.accessioned 2021-12-02T18:47:56Z
dc.date.available 2021-12-02T18:47:56Z
dc.date.issued 2002
dc.identifier.citation DOI: 10.1080/13598660220135630 en_US
dc.identifier.issn 1359-866X
dc.identifier.issn 1469-2945
dc.identifier.uri ${sadil.baseUrl}/handle/123456789/1076
dc.description 13 pages : PDF en_US
dc.description.abstract While teachers have a responsibility to teach in a way that is anti-discriminatory and inclusive of all students irrespective of students’ gender, ‘race’/ethnicity, social class, disability or sexual orientation, in this paper my focus is on ‘race’ and racism and the ways in which some teacher education students resist examining their own racialized assumptions. Given that ‘race’ is invariably constructed in terms of the ‘Other’, it is imperative, as Gillborn (1996, p. 165) has suggested in the British context, for whites to ‘re act critically on their own assumptions and actions as whites’. It is equally imperative in Australia for ‘white’ researchers and teachers who are committed to anti-racism to turn the gaze inward and to re act on our own racialized assumptions. Within this context one of the key concerns of this paper is the extent to which teacher education students can be given the freedom to express their views and explore their value positions without however slipping over into perpetuating racist stereotypes. en_US
dc.language.iso en en_US
dc.publisher Carfax Publishing Company en_US
dc.relation.ispartofseries Vol. 30;No. 2
dc.subject Racism in school, Teachers, school, Pedagogy en_US
dc.title Student Teachers’ Resistance to Exploring Racism. en_US
dc.title.alternative Reflections on ‘doing’ border pedagogy. en_US
dc.type Article en_US


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