Learning about racism: A week-by-week qualitative exploration of two white Dutch primary student teachers’ emotional responses during a Critical Race Theory based course

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2023-09-01 DOI:10.1016/j.stueduc.2023.101282

Inti M. Soeterik , Fadie Hanna , Tugba Öztemir

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引用次数: 0

Abstract

This qualitative study explored emotional responses of two white Dutch student teachers during a Critical Race Theory (CRT) based course. Following Plutchik's (2001) classification of 32 emotions, the analysis of their weekly diaries resulted in the identification of 16 emotions. In both diaries similar emotional responses were identified. However, the analysis did not reveal a straightforward path these students emotionally went through. The number and types of emotional responses, both comfortable and uncomfortable, fluctuated weekly and occurred simultaneously in various combinations. Even when similar emotional responses were identified, students connected differently to the course content. This could be explained by different starting points both students had when entering the course. The findings add to past work by identifying a variety and complexity of emotional responses of white student teachers during a CRT based course and can be used to create course conditions to prepare teachers for contributing to anti-racist education.

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种族主义的学习:两名荷兰白人小学教师在种族批判理论基础课程中情绪反应的每周定性探索

这项定性研究探讨了两名荷兰白人学生教师在批判性种族理论（CRT）课程中的情绪反应。根据Plutchik（2001）对32种情绪的分类，对他们每周日记的分析得出了16种情绪。在两本日记中都发现了相似的情绪反应。然而，分析并没有揭示这些学生在情感上所经历的直接道路。情绪反应的数量和类型，包括舒适和不舒服，每周都会波动，并以各种组合同时发生。即使发现了相似的情绪反应，学生们对课程内容的联系也不同。这可以通过两个学生在进入课程时的不同起点来解释。这些发现通过识别白人学生教师在CRT课程中的各种复杂情绪反应，为过去的工作锦上添花，并可用于创造课程条件，为教师为反种族主义教育做出贡献做好准备。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.