An "ideology in pieces" approach to studying change in teachers' sensemaking about race, racism, and racial justice

Cognition and Instruction

Volumn 29, Issue 3, 2011, Pages 297-329

  Philip, Thomas M ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79960202467     PISSN: 07370008     EISSN: None     Source Type: Journal    
DOI: 10.1080/07370008.2011.583369     Document Type: Article

References (60)

1. Bell, L. (1997). Theoretical foundations for social justice education. In M. Adams, L. Bell & P. Griffin (Eds.), Teaching for diversity and social justice: A sourcebook (pp. 3-15). New York, NY: Routledge.
2. Bonilla-Silva, E. (2003). Racism without racists: Color-blind racism and the persistence of racial inequality in the United States. New York, NY: Rowman and Littlefield Publications.
3. Case, K. A., & Hemmings, A. (2005). Distancing strategies:White women preservice teachers and antiracist curriculum. Urban Education, 40(6), 606-626.
4. Cobb, P., Zhao, Q., & Dean, C. (2009). Conducting design experiments to support teachers' learning: A reflection from the field. Journal of the Learning Sciences, 18(2), 165-199.
5. Cochran-Smith, M. (1997). Knowledge, skills, and experiences for teaching culturally diverse learners: A perspective for practicing teachers. In J. Irvine (Ed.), Critical knowledge for diverse learners and teachers (pp.27-88). Washington, DC: AACTE
6. Cochran-Smith, M. (2005). Teacher development and educational reform. In M. Fullan (Ed.), Fundamental change: International handbook of educational change (pp.27-88). Dortrecht, the Netherlands: Springer.
7. Danielewicz, J. (2001). Teaching selves: Identity, pedagogy, and teacher education. Albany, NY: SUNY Press.
8. Diamond, J., Randolph, A., & Spillane, J. (2004). Teachers' expectations and sense of responsibility for student learning: The importance of race, class, and organizational habitus. Anthropology & Education Quarterly, 35(1), 75-98.
9. diSessa, A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10(2&3), 105-225.
10. diSessa, A. (2002).Why "conceptual ecology" is a good idea. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 28-60). Boston, MA: Kluwer Academic.
11. diSessa, A. (2008). A bird's eye view of the "pieces" vs. "coherence" controversy. In S. Vosniadou (Ed.), Handbook of conceptual change research (pp. 35-60). Mahwah, NJ: Erlbaum.
12. diSessa, A., Elby, A., & Hammer, D. (2002). J's epistemological stance and strategies. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 237-290). Mahwah, NJ: Erlbaum.
13. diSessa, A., & Sherin, B. (1998).What changes in conceptual change? International Journal of Science Education, 20(1), 1155-1191.
14. diSessa, A., & Wagner, J. (2005). What coordination has to say about transfer. In J. Mestre (Ed.), Transfer of learning from a modern multi-disciplinary perspective (pp. 121-154). Greenwich, CT: Information Age Publishing.
15. Erickson, F. (2004). Talk and social theory: Ecologies of speaking and listening in everyday life. Cambridge, UK: Polity Press.
16. Fairclough, N. (2003). Analyzing discourse: Textual analysis for social research. New York, NY: Routledge.
17. Gay, G. (2000). Culturally responsive teaching: Theory, research and practice. New York, NY: Teachers College Press.
18. Gay, G., & Kirkland, K. (2003). Developing cultural critical consciousness and self-reflection in preservice teacher education. Theory into Practice, 42(3), 181-187.
19. Gramsci, A. (1971). Prison notebooks. New York, NY: International Publishers.
20. Haberman, M. (1996). Selecting and preparing culturally competent teachers for urban schools. In J. Sikula, T. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 403-422). New York, NY: Macmillan.
21. Hall, S. (1982). The rediscovery of "ideology": Return of the repressed in media studies. In M. Gurevitch, T. Bennet, J. Curran, & J. Wollacott (Eds.), Culture, society and the media (pp. 56-90). London, UK: Methuen.
22. Hall, S. (1996). The problem of ideology: Marxism without guarantees. In D. Morley & K. Chen (Eds.), Stuart Hall: Critical dialogues in cultural studies (pp. 25-46). London, UK: Routledge.
23. Haviland, V. (2008). Things get glossed over: Rearticulating the silencing power of Whiteness in education. Journal of Teacher Education, 59(1), 40-54.
24. Hill Collins, P. (1998). Fightingwords: Black women and the search for justice.Minneapolis,MN: University of Minnesota Press.
25. Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (2001). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
26. Hollins, E. (1997). Directed inquiry in preservice teacher education: A developmental process model. In J. King, E. Hollins, & W. Hayman (Eds.), Preparing teachers for cultural diversity. New York, NY: Teachers College Press.
27. Horn, I. S. (2008). Turnaround students in high school mathematics: Constructing identities of competence through mathematical worlds. Mathematical Thinking and Learning, 10(3), 201-239.
28. Kohn, A. (1993). From degrading to de-grading. High School Journal, 6(5), 38-43.
29. Kozol, J. (1991). Savage inequalities: Children in America's schools. New York, NY: Crown.
30. Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco, CA: Jossey-Bass.
31. Leonardo, Z. (2004). The color of supremacy: Beyond the discourse of "White privilege." Educational Philosophy and Theory, 36(2), 137-152.
32. Levine-Rasky, C. (2000). Framing Whiteness: Working through tensions in introducing Whiteness to educators. Race, Ethnicity and Education, 3(3), 271-292.
33. Lipman, P. (1997). Restructuring in context: A case study of teacher participation and the dynamics of ideology, race, and power. American Educational Research Journal, 34(1), 3-37.
34. Lipman, P. (2004). High stakes education: Inequality, globalization, and urban school reform. New York, NY: Routledge Falmer.
35. Lipsitz, G. (1998). The possessive investment in Whiteness: How White people profit from identity politics. Philadelphia, PA: Temple University Press.
36. Lowenstein, K. (2009). The work of multicultural teacher education: Reconceptualizing White teacher candidates as learners. Review of Educational Research, 79(1), 163-196.
37. Marx, S. (2004). Regarding Whiteness: Exploring and intervening in the effects of White racism in teacher education. Equity & Excellence in Education, 37(1), 31-43.
38. Marx, S., & Pennington, J. (2003). Pedagogies of critical race theory: Experimentations with White preservice teachers. International Journal of Qualitative Studies in Education, 16(1), 91-110.
39. Mazzei, L. A. (2008). Silence speaks: Whiteness revealed in the absence of voice. Teaching and Teacher Education, 24(5), 1125-1136.
40. Mclntyre, A. (1997). Making meaning of Whiteness. Albany, NY: State University of New York Press.
41. Milner, R. (2006). Preservice teachers' learning about cultural and racial diversity: Implications for urban education. Urban Education, 41(4), 343-275.
42. Mueller, J., & O'Connor, C. (2007). Telling and retelling about self and "others": How pre-service teachers (re)interpret privilege and disadvantage in one college classroom. Teaching and Teacher Education, 23(6), 840-856.
43. Nasir, N., McLaughlin, M., & Jones, A. (2009). What does it mean to be African American? Constructions of race and academic identity in an urban public high school. American Educational Research Journal, 46(1), 73-114.
44. Noguera, P. A., & Wing, J. Y. (2006). Introduction: Unfinished business: Closing the achievement gap at Berkeley High School. In P. A. Noguera & J. Y.Wing (Eds.), Unfinished business: Closing the racial achievement gap in our schools. San Francisco, CA: Jossey-Bass.
45. Olmedo, I. (1997). Challenging old assumptions: Preparing teachers for inner city schools. Journal of Teaching and Teacher Education, 13(3), 245-258.
46. Omi, M., & Winant, H. (1994). Racial formation in the United States: From the 1960s to the 1990s. New York, NY: Routledge.
47. Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco, CA: Jossey-Bass.
48. Picower, B. (2009). The unexamined Whiteness of teaching: How White teachers maintain and enact dominant racial ideologies. Race Ethnicity and Education, 12(2), 197-215.
49. Riviere, D. (2008). Whiteness in/and education. Race, Ethnicity and Education, 11(4), 355-368.
50. Scḧon, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
51. Sleeter, C. (1993). How White teachers construct race. In C. McCarthy & W. Crichlow (Eds.), Race, identity and representation in education (pp. 157-171). New York, NY: Routledge.
52. Sleeter, C. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of Whiteness. Journal of Teacher Education, 52(2), 94-106.
53. Valencia, R., & Soĺorzano, D. (1997). Contemporary deficit thinking. In R. Valencia (Ed.), The evolution of deficit thinking: Educational thought and practice. Washington, DC: The Falmer Press.
54. Valli, L. (1992). Reflective teacher education: Cases and critiques. Albany, NY: SUNY Press.
55. van Dijk, T. A. (1998). Ideology: A multidisciplinary approach. Thousand Oaks, CA: Sage.
56. Varenne, H., & McDermott, R. (1998). Successful failure. Boulder, CO: Westview.
57. Vaughan, D. (2002). Signals and interpretative work: The role of cutlure in a theory of practical action. In K. Cerulo (Ed.), Culture in mind: Toward a sociology of culture and cognition (pp. 28-54). New York, NY: Routledge.
58. Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers. Albany, NY: SUNY Press.
59. Wagner, J. (2006). Transfer in pieces. Cognition and Instruction, 24(1), 1-71.
60. Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah, NJ: Erlbaum.