자연주의적 탐구조사(Naturalistic Inquiry)

Affirming Diversity: The Sociopolitical Context of Multicultural Education

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Teaching to Transgress: Education as the Practice of Freedom

that it is the teacher’s job to become committed to students and their achievement. I believe that children learn in a variety of ways and that as a teacher. I will be aware of my classroom’s needs and modify and adjust to the classroom demands. I intend to be knowledgeable of the social and personal development of the children in my classroom and incorporate that information into lessons. I will use a variety of instructional strategies and become passionate about what I am teaching as well as enrich the subject matter. I intend to become creative when creating authentic

Philosophy as Education

The personal is the political.

The failures of university-based teacher education programs in the United States with regard to the preparation of White preservice teachers for engagement with students who embody marginalized racial identities in public schools are well documented. One such shortcoming is the inadequate attention paid to the unholy trinity of race, racism, and White supremacy. This article details how I, a Black teacher educator, performed a self-study on my utilization of a pedagogy of discomfort (Boler, 1999) in a course housed in a social justice-oriented program that enrolled primarily White preservice teachers. Using critical theories on race and affect in my analysis of a racialized, affectively-charged classroom incident, I find that enacting discomfort as pedagogy provoked both the preservice teachers and me to individually and collectively make meaning of the contours of racial oppression by noticing and listening to the interactions between our bodies and emotions. Additionally, employing a pedagogy of...

Making the Emperor's New Clothes Visible in Anti-Racist Teacher Education: Enacting a Pedagogy of Discomfort with White Preservice Teachers

Although the ubiquitous nature of whiteness has been scrutinized in research on teacher preparation in the United States, scholarship on how this concept impinges upon the field’s overall culture, as well as on pedagogy, is scarce. Thus, I perform a critical autoethnographic study on the relationships among whiteness, pedagogy, and urban teacher education. The inquiry threads Critical Race Theory and feminist theorizing on (Black) bodies, affects, and assemblages, and extends from extant literature illustrating that the dichotomous thinking characteristic of whiteness undergirds the disembodied approaches to teaching and learning prevalent in teacher education programs. This, I discover, leaves one White pre-service teacher ill-equipped to discern and disrupt the materialization of whiteness in an (inter)corporeal encounter with a Black youth in an urban classroom. Additionally, a pedagogy of disembodiment hinders this pre-service teacher from developing robust understandings of how latent within ...

Thinking through the flesh: a critical autoethnography of racial body politics in urban teacher education

With concern to critical pedagogy, the concept of love is fairly frequently (ab)used, yet under-theorized. In this exploratory study, I ask: How does a critical pedagogy of love—or critical pedagogical love—look, sound, and feel? Regarding feeling, how does a critical pedagogue engage the sensations of pleasure attendant to love? Lastly, how does the pedagogue invite love and pleasure into the pain-filled field of urban teacher education? Using Black feminist theorizing of love as an analytic filter, I investigate a university-based urban teacher educator’s navigation of the nexus of love, pleasure, and critical (specifically, antiracist) pedagogy. Extrapolating from the resultant narrative portrait, I consider the affordances of a critical pedagogy of love that accesses embodied pleasure, emphasizing how such a pedagogy might present racially marginalized persons—particularly urban teacher educators of Color—with opportunities for reprieve from the suffering that characterizes many of our experiences with/in teacher education.

“I Just Love Black People!”: Love, Pleasure, and Critical Pedagogy in Urban Teacher Education

The currents of elitism surging through curriculum studies in the United States have long been of chief concern to critical scholars in the field. Elements of this elitism running along racialized,...

Refusing curriculum as a space of death for Black female subjects: A Black feminist reparative reading of Jamaica Kincaid's “Girl”

This article paints a partial portrait of a White, antiracist, university-based teacher educator in the United States, and provides a snapshot of her antiracist pedagogy in practice. This snapshot ...

Esther O. Ohito

Papers

Making the Emperor's New Clothes Visible in Anti-Racist Teacher Education: Enacting a Pedagogy of Discomfort with White Preservice Teachers

Thinking through the flesh: a critical autoethnography of racial body politics in urban teacher education

“I Just Love Black People!”: Love, Pleasure, and Critical Pedagogy in Urban Teacher Education

Refusing curriculum as a space of death for Black female subjects: A Black feminist reparative reading of Jamaica Kincaid's “Girl”

Fleshing out enactments of Whiteness in antiracist pedagogy: snapshot of a White teacher educator’s practice