Fasching-Varner 2013, Educational Foundations<\/p>\n
“Uhh, You Know,” Don’t You?: White Racial Bonding in the Narrative of White Pre-Service Teachers<\/p>\n
This article is about preparation of White (capitalization is following that in the paper) pre-service teachers to examine their racial identity and its potential impacts on students. \u00a0The author looks at attempts at White racial bonding between pre-service teachers via use of the phrase “you know”. \u00a0The term “racial bonding” is used to indicate ways White people “show affinity and alliance with each other”.<\/p>\n
Educational landscape:
\nAs of ~2011, ~85% of teachers are White and female. \u00a0White students were ~55% of public school students, creating a demographic disconnect. \u00a0Teachers are increasingly inexperienced, as well.<\/p>\n
Critical race theory (CRT) — Whiteness as property:
\nSee Ladson-Billings and Tate 1995 for CRT in education. \u00a0Four elements of the value of Whiteness are relevant: benefits (use and enjoyments), a right to exclude ‘others’, rewards for certain behaviors, and status\/reputation maintenance. \u00a0Part of the value is in never needing to define itself (but<\/p>\n","protected":false},"excerpt":{"rendered":"
Fasching-Varner 2013, Educational Foundations “Uhh, You Know,” Don’t You?: White Racial Bonding in the Narrative of White Pre-Service Teachers This article is about preparation of White (capitalization is following that in the paper) pre-service teachers to examine their racial identity and its potential impacts on students. \u00a0The author looks at attempts at White racial bonding […]<\/p>\n","protected":false},"author":8032,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[1],"tags":[],"class_list":["post-235","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7E5LF-3N","jetpack-related-posts":[{"id":228,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2020\/06\/29\/notes-on-abolitionist-teaching-and-the-future-of-our-schools\/","url_meta":{"origin":235,"position":0},"title":"Notes on “Abolitionist Teaching and the Future of Our Schools”","author":"siams","date":"29 June 2020","format":false,"excerpt":"https:\/\/www.youtube.com\/watch?v=uJZ3RPJ2rNc Accessed on June 29, 2020 Bettina Love, Gholdy Muhammed Dena Simmons Brian Jones. Bettina Love described arriving at college and being pushed onto a \"jock track\". She transferred universities, but that was a turning point in her life. Gholdy Muhammad recalls reading a hadid about ways to respond to\u2026","rel":"","context":"In "Learning and teaching"","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/img.youtube.com\/vi\/uJZ3RPJ2rNc\/0.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":173,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/07\/18\/reading-high-school-algebra-students-busting-the-myth-about-mathematical-smartness-counterstories-to-the-dominant-narrative-get-it-quick-and-get-it-right\/","url_meta":{"origin":235,"position":1},"title":"Reading “High School Algebra Students Busting the Myth about Mathematical Smartness: Counterstories to the Dominant Narrative \u201cGet It Quick and Get It Right\u201d”","author":"siams","date":"18 July 2019","format":false,"excerpt":"Dunleavy 2018, \"High School Algebra Students Busting the Myth about Mathematical Smartness: Counterstories to the Dominant Narrative \u201cGet It Quick and Get It Right\u201d\". \u00a0Education Sciences. I'm reading a paper about a high school Algebra I course that uses the principles of \"complex instruction\" (which I still need to look\u2026","rel":"","context":"In "Learning and teaching"","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":175,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/07\/18\/notes-on-how-a-detracked-mathematics-approach-promoted-respect-responsibility-and-high-achievement\/","url_meta":{"origin":235,"position":2},"title":"Notes on “How a Detracked Mathematics Approach Promoted Respect, Responsibility, and High Achievement”","author":"siams","date":"18 July 2019","format":false,"excerpt":"Boaler, 2006. \u00a0\"How a Detracked Mathematics Approach Promoted Respect, Responsibility, and High Achievement\". \u00a0\u00a0Theory Into Practice, 45:1, 40-46 This article is about a high school math program with high and equitable math achievement, where mixed-ability approaches led to \"higher overall attainment and more equitable outcomes\". \u00a0The students in this study\u2026","rel":"","context":"In "Learning and teaching"","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":36,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2017\/08\/25\/reading-mental-maps-and-learning-objectives-the-fast-slo-algorithm-for-creating-student-learning-objectives\/","url_meta":{"origin":235,"position":3},"title":"Reading “Mental Maps and Learning Objectives: The FAST-SLO Algorithm For Creating Student Learning Objectives”","author":"siams","date":"25 August 2017","format":false,"excerpt":"This article is focused on a method for writing student learning objectives for a course (SLOs).\u00a0 I find writing learning objectives challenging when working alone.\u00a0 They can be written at so many different levels of detail.\u00a0 Almost every example or question in a textbook has an implicit objective associated with\u2026","rel":"","context":"In "Learning and teaching"","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":77,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2017\/10\/31\/test-anxiety-and-exam-performance\/","url_meta":{"origin":235,"position":4},"title":"Test Anxiety and Exam Performance","author":"siams","date":"31 October 2017","format":false,"excerpt":"I am thinking about an upcoming midterm for multivariable calculus.\u00a0 I know that many students find exams stressful and feel unable to show how much they know. I took a look at \"Writing About Testing Worries Boosts Exam Performance in the Classroom.\" by Ramirez and Beilock, Science. 14 Jan 2011.\u2026","rel":"","context":"In "Learning and teaching"","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":217,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/09\/17\/notes-on-maybeck-stochastic-models-estimation-and-control\/","url_meta":{"origin":235,"position":5},"title":"Notes on Maybeck: Stochastic Models, Estimation, and Control","author":"siams","date":"17 September 2019","format":false,"excerpt":"Notes on Chapter 1 of Maybeck 1979,\u00a0Stochastic Models, Estimation, and Control. 1.1: why stochastic models, estimation, and control? A math model isn't perfect, and parameters are not known absolutely. \u00a0Sensors don't provide perfect data either. \u00a0Given uncertainties, you still want to be able to estimate quantities of interest and control\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"_links":{"self":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/235","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/users\/8032"}],"replies":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/comments?post=235"}],"version-history":[{"count":1,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/235\/revisions"}],"predecessor-version":[{"id":236,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/235\/revisions\/236"}],"wp:attachment":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/media?parent=235"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/categories?post=235"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/tags?post=235"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}