Department of Teaching, Learning, and Teacher Education

 

Document Type

Article

Date of this Version

2013

Citation

Berkeley Review of Education Vol. 4 No. 1, pp. 97-122 (2013)

Comments

Coyright 2013 Viesca et al.

Abstract

To understand how dominant messages about race and effective pedagogy impact teacher beliefs and practice, this study employs critical race theory (CRT) in a case study analysis of Rebecca Rosenberg, a mid-career entrant into the teaching profession who was terminated from her first job before the end of her district’s probationary period. Despite believing she was teaching for social justice, being prepared in a program oriented toward social justice, and being hired in a school with a comparable mission, Rebecca’s beliefs and practices affirmed uncritical perspectives of the status quo regarding race, schooling, and social ascendance. This research underscores the substantial work to be done in preparing teachers to be reflective of the overarching cultural myths and majoritarian stories that may guide their practice.

Share

COinS