04027nam a22004335i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050001600153072001700169072002300186072001600209100007500225245019800300250001800498264007900516300004300595336002600638337002600664338003600690347002400726505051500750520185101265650002703116650001003143650003603153650003203189700008003221700007803301710003403379773002603413776003603439776003603475776003603511856004603547978-3-031-73534-9DE-He21320251030114633.0cr nn 008mamaa241222s2024    sz |    s    |||| 0|eng d  a97830317353497 a10.1007/978-3-031-73534-92doi 4aLB1705-2286 7aJNMT2bicssc 7aEDU0530002bisacsh 7aJNMT2thema1 aLiu, Katrina.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut10aPreparing White Teachers for Anti-Racist Educationh[electronic resource] :bCritical Reflection and Generativity for Transformative Praxis /cby Katrina Liu, Michael K. Thomas, Richard Miller.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Palgrave Macmillan,c2024.  aXXI, 176 p. 8 illus.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda0 aChapter 1: Educational Equity and the Teacher-Student Diversity Gap -- Chapter 2: Theoretical Framework and Research Context: Seeing Through the Prism of Racism -- Chapter 3: From Camouflage to Pledging Commitment: Race in the Habits of Mind -- Chapter 4: One Step Forward, Two Steps Back: Racism in the Patterns of Acting -- Chapter 5: Toward Anti-Racist Teacher Education -- Chapter 6: Cultivating Critical Reflection for Transformative Learning in the Context of Race -- Chapter 7: The Potential to Achieve.  a“This book is for any of us who refuse to retreat from the work of anti-racism in education and society. Teachers deserve resources like this to inform their practices in pursuit of equity.” —H. Richard Milner IV, Professor, Vanderbilt University, USA "This book fills an often identified but rarely addressed scholarly gap. In this text, readers will find both strategies for preparing teachers for racially diverse classrooms and essential practices for inviting novice educators to interrogate their assumptions." —Catherine Compton-Lilly, Professor, University of South Carolina, Columbia, USA “A timely, critical, and compelling book that addresses the need to rethink, reimagine, and restructure preservice and in-service teacher education to illuminate the anti-racist, educational dreams and possibilities educators can achieve.” —Nathaniel Bryan, Associate Professor, University of Texas at Austin, USA Using a framework combining Critical Race Theory and Critical Reflection and Generativity for Transformative Praxis, this book examines both how white preservice teachers conceive of race and racism (habits of mind) and how they react when dealing with race and racism in the classroom (patterns of acting). With firm grounding in real-world data, the authors detail ways in which teacher educators can recognize and deal with preservice teachers who cannot—or will not—translate their reflections on race into actions against racism. Katrina Liu is Associate Professor of Teacher Education in the Department of Teaching and Learning, University of Nevada, Las Vegas, USA. Michael K. Thomas is Associate Professor in the Department of Educational Psychology, University of Illinois Chicago, USA. Richard Miller is Associate Professor of Ethnomusicology in the School of Music, University of Nevada, Las Vegas, USA. . 0aTeachersxTraining of. 0aRace.14aTeaching and Teacher Education.24aRace and Ethnicity Studies.1 aThomas, Michael K.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut1 aMiller, Richard.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303173533208iPrinted edition:z978303173535608iPrinted edition:z978303173536340uhttps://doi.org/10.1007/978-3-031-73534-9