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Teaching What We Don't Know: Community-Based Learning as a Tool for Implementing Critical Race Praxis

Teaching What We Don't Know: Community-Based Learning as a Tool for Implementing Critical Race Praxis

Manya C. Whitaker, Dorothy E. Hines
Copyright: © 2018 |Pages: 18
ISBN13: 9781522540410|ISBN10: 1522540415|EISBN13: 9781522540427
DOI: 10.4018/978-1-5225-4041-0.ch017
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MLA

Whitaker, Manya C., and Dorothy E. Hines. "Teaching What We Don't Know: Community-Based Learning as a Tool for Implementing Critical Race Praxis." Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, edited by Tynisha D. Meidl and Margaret-Mary Sulentic Dowell, IGI Global, 2018, pp. 315-332. https://doi.org/10.4018/978-1-5225-4041-0.ch017

APA

Whitaker, M. C. & Hines, D. E. (2018). Teaching What We Don't Know: Community-Based Learning as a Tool for Implementing Critical Race Praxis. In T. Meidl & M. Sulentic Dowell (Eds.), Handbook of Research on Service-Learning Initiatives in Teacher Education Programs (pp. 315-332). IGI Global. https://doi.org/10.4018/978-1-5225-4041-0.ch017

Chicago

Whitaker, Manya C., and Dorothy E. Hines. "Teaching What We Don't Know: Community-Based Learning as a Tool for Implementing Critical Race Praxis." In Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, edited by Tynisha D. Meidl and Margaret-Mary Sulentic Dowell, 315-332. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-4041-0.ch017

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Abstract

In this chapter, the authors analyze two community-based learning (CBL) courses designed to help preservice teachers understand how issues of race and power emerge in classrooms. Students enrolled in a reflection-oriented course demonstrated deep understanding of their white identities and developed a desire to enact social justice pedagogy; however, they also expressed anxiety about effectively teaching diverse students. Similarly, students enrolled in an action-oriented course were unable to engage in Critical Race Praxis in their community placements due to colorblind mindsets and feelings of white guilt. While some students understood white privilege to function through systems of oppression, many students adopted a white savior mentality. These outcomes suggest that white preservice teachers can imagine being change agents better than actually being change agents. Teacher educators should use CBL to help white preservice teachers develop the cognitive and emotional capacities for Critical Race Praxis prior to student teaching in diverse classrooms.

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