Brenda G. Juárez

Bio: Brenda G. Juárez is an academic researcher from University of South Alabama. The author has contributed to research in topics: White (horse) & Teacher education. The author has an hindex of 7, co-authored 8 publications receiving 383 citations.

There Is No Culturally Responsive Teaching Spoken Here: A Critical Race Perspective

Abstract: In this article, we are concerned with White racial domination as a process that occurs in teacher education and the ways it operates to hinder the preparation of teachers to effectively teach all students. Our purpose is to identify and highlight moments within processes of White racial domination when individuals and groups have and make choices to support rather than to challenge White supremacy. By highlighting and critically examining moments when White racial domination has been instantiated and recreated within our own experiences, we attempt to open up a venue for imagining and recreating teacher education in ways that are not grounded in and dedicated to perpetuating White supremacy. Read a response to this article Fasching-Varner, K.J. & Dodo Seriki, V. (2012). Moving Beyond Seeing with Our Eyes Wide Shut. Democracy & Education, 20(1). Article 5. Available online at http://democracyeducationjournal.org/ home/vol20/iss1/5. Weilbacher, G. (2012). Standardization and Whiteness: One and the Same? Democracy & Education, 20(2). Article 15. Available online at http://democracyeducationjournal.org/home/vol20/iss2/15/ Submit your own response to this article Submit online at democracyeducationjournal.org/home In this paper, we are concerned with the crisis proportions and consequences of U.S. teacher preparation programs’ failure to prepare teachers to effectively teach all students. Most teachers continue to enter public school classrooms unprepared “to effectively teach African American and other students of color” (Blanchett, 2006, p. 27); they begin teaching with little to no knowledge of themselves as racial beings or of social groups outside of their own and are unprepared to identify, implement, or assess culturally responsive teaching and learning strategies (Bell, L. A., 2002; CochranSmith, Davis, & Fries, 2004; Cross, 2005; Juarez, Smith, & Hayes, 2008). Say It Loud1 Pointedly, the teaching force in the United States remains predominantly White, female, and monolingual (English) (National Summit on Diversity in the Teaching Force, 2002; Sleeter, 2001); teacher education in the United States is likewise a White world Cleveland Hayes teaches methods and research methodology courses at the University of La Verne. His research interests include multicultural teacher preparation, education explored from a critical race theory perspective, and culturally responsive teaching. Brenda Juarez teaches in the social justice department at the University of Massachusetts Amherst. Her research interests include multicultural teacher preparation, the sociology of race and education, and the history of Black education.

White on black: can white parents teach black adoptive children how to understand and cope with racism?

Abstract: In this article, the authors examine White parents’ endeavors toward the racial enculturation and inculcation of their transracially adopted Black children. Drawing on in-depth interviews, the authors identify and analyze themes across the specific race socialization strategies and practices White adoptive parents used to help their adopted Black children to develop a positive racial identity and learn how to effectively cope with issues of race and racism. The central aim of this article is to examine how these lessons about race help to connect family members to U.S. society’s existing racial hierarchy and how these associations position individuals to help perpetuate or challenge the deeply embedded and historical structures of White supremacy. The authors use the notion of White racial framing to move outside of the traditional arguments for or against transracial adoption to instead explore how a close analysis of the adoptive parents’ racial instructions may serve as a learning tool to foster more democratic and inclusive forms of family and community.

You showed your Whiteness: you don't get a ‘good’ White people's medal

Abstract: The White liberal is a person who finds themselves defined as White, as an oppressor, in short, and retreats in horror from that designation. The desire to be and to be known as a good White person stems from the recognition that Whiteness is problematic, recognition that many White liberals try to escape by being demonstrably different from other, racist Whites. When good White liberals exhibit certain behaviors the expectation becomes a good White people's medal; through the use of a counternarrative, our attempt is to problematize the good White person's identity and subsequent reward that many expect because of some deed or some political stance they made.

Social Justice Is Not Spoken Here: considering the nexus of knowledge, power and the education of future teachers in the United States

Abstract: Using the critical race theory methodology of counter-storytelling, the authors provide narratives of their experiences as teacher educators to consider why and how the racial power of Whiteness continues to derail teaching and learning for social justice in US teacher preparation programs, despite the democratic intentions, hard work and good will of many teacher educators. Contending that Whiteness serves as a hidden referent structuring interactions and activity within US teacher preparation programs, the authors draw on their narratives to highlight and analyze moments in time when teacher educators actively and fully participate in and enact the obstruction of social-justice-oriented educational endeavors, thus ensuring that future teachers will not be prepared to teach all students. The authors argue that for social justice to be realized in education, the racial power of Whiteness must be interrupted. Since individuals choose, whether consciously or not, to help recreate Whiteness as the normative ...

Qualitative research for education: An introduction to theories and methods

Abstract: Our professional services was launched having a hope to serve as a total on the internet electronic catalogue that gives usage of many PDF file guide assortment. You will probably find many different types of e-guide as well as other literatures from our paperwork database. Distinct preferred topics that spread on our catalog are trending books, solution key, assessment test questions and answer, guideline sample, exercise guideline, test test, customer guide, user guide, assistance instruction, repair guidebook, etc.

Postmodern Subjects, Postmodern BodiesThinking Fragments: Psychoanalysis, Feminism, and Postmodernism in the Contemporary WestYearning: Race, Gender, and Cultural PoliticsGender Trouble: Feminism and the Subversion of Identity

Abstract: Preface (1999) Preface (1990) 1. Subjects of Sex/Gender/Desire I. 'Women' as the Subject of Feminism II. The Compulsory Order of Sex/Gender/Desire III. Gender: The Circular Ruins of Contemporary Debate IV. Theorizing the Binary, the Unitary and Beyond V. Identity, Sex and the Metaphysics of Substance VI. Language, Power and the Strategies of Displacement 2. Prohibition, Psychoanalysis, and the Production of the Heterosexual Matrix I. Structuralism's Critical Exchange II. Lacan, Riviere, and the Strategies of Masquerade III. Freud and the Melancholia of Gender IV. Gender Complexity and the Limits of Identification V. Reformulating Prohibition as Power 3. Subversive Bodily Acts I. The Body Politics of Julia Kristeva II. Foucault, Herculine, and the Politics of Sexual Discontinuity III. Monique Wittig - Bodily Disintegration and Fictive Sex IV. Bodily Inscriptions, Performative Subversions Conclusion - From Parody to Politics