职前音乐教师培养中的白人化现象

Andrea J. VanDeusen
{"title":"职前音乐教师培养中的白人化现象","authors":"Andrea J. VanDeusen","doi":"10.22176/ACT20.1.121","DOIUrl":null,"url":null,"abstract":"Educational institutions and teacher education preparation programs tend to reflect White Eurocentric beliefs and values. Additionally, White preservice teachers may have little understanding of their own cultural backgrounds, as they are largely unexamined in a structure of White norms. In this paper, I draw upon elements of critical whiteness studies as a framework to further analyze data from a prior, larger study about an immersion field experience to reveal the ways in which whiteness was largely unacknowledged but always lurking in the background of the experience—in participants’ discourses about their experiences and interactions with students of color in the music classrooms. This deepened understanding of whiteness embedded in the experience was imperative for considering how to better facilitate field experiences for White preservice music teachers and how to better prepare them to work successfully with students of color.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Revealing Whiteness in Preservice Music Teacher Preparation\",\"authors\":\"Andrea J. VanDeusen\",\"doi\":\"10.22176/ACT20.1.121\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Educational institutions and teacher education preparation programs tend to reflect White Eurocentric beliefs and values. Additionally, White preservice teachers may have little understanding of their own cultural backgrounds, as they are largely unexamined in a structure of White norms. In this paper, I draw upon elements of critical whiteness studies as a framework to further analyze data from a prior, larger study about an immersion field experience to reveal the ways in which whiteness was largely unacknowledged but always lurking in the background of the experience—in participants’ discourses about their experiences and interactions with students of color in the music classrooms. This deepened understanding of whiteness embedded in the experience was imperative for considering how to better facilitate field experiences for White preservice music teachers and how to better prepare them to work successfully with students of color.\",\"PeriodicalId\":29990,\"journal\":{\"name\":\"Action Criticism and Theory for Music Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-02-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Action Criticism and Theory for Music Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.22176/ACT20.1.121\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Action Criticism and Theory for Music Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.22176/ACT20.1.121","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1

摘要

教育机构和教师教育预备课程倾向于反映白人以欧洲为中心的信仰和价值观。此外,白人职前教师可能对自己的文化背景知之甚少,因为他们在很大程度上没有受到白人规范结构的检验。在本文中,我利用批判性白人研究的元素作为一个框架,进一步分析来自先前的一项关于浸入式现场体验的更大研究的数据,以揭示白人在很大程度上不被承认,但总是潜伏在体验背景中的方式——在参与者关于他们的经历和与音乐教室中有色人种学生的互动的话语中。对于如何更好地促进白人职前音乐教师的实地体验,以及如何更好地为他们与有色人种学生的成功合作做好准备,这种对白人嵌入体验的深入理解是必不可少的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Revealing Whiteness in Preservice Music Teacher Preparation
Educational institutions and teacher education preparation programs tend to reflect White Eurocentric beliefs and values. Additionally, White preservice teachers may have little understanding of their own cultural backgrounds, as they are largely unexamined in a structure of White norms. In this paper, I draw upon elements of critical whiteness studies as a framework to further analyze data from a prior, larger study about an immersion field experience to reveal the ways in which whiteness was largely unacknowledged but always lurking in the background of the experience—in participants’ discourses about their experiences and interactions with students of color in the music classrooms. This deepened understanding of whiteness embedded in the experience was imperative for considering how to better facilitate field experiences for White preservice music teachers and how to better prepare them to work successfully with students of color.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
8
审稿时长
28 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信