Overcoming and Re-envisioning White Resistance to Antioppressive Teacher Education: Creating Transitional Spaces to Process Difficult Knowledge in Small Groups

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dc.contributor.advisorMishra Tarc, Aparna
dc.contributor.authorSinger, Jordan Elliott
dc.date.accessioned2022-12-14T16:43:10Z
dc.date.available2022-12-14T16:43:10Z
dc.date.copyright2022-05-24
dc.date.issued2022-12-14
dc.date.updated2022-12-14T16:43:10Z
dc.degree.disciplineEducation
dc.degree.levelDoctoral
dc.degree.namePhD - Doctor of Philosophy
dc.description.abstractThis dissertation argues that a fundamental rethinking of how Antioppressive teacher education views white teacher candidate (TC) learning is necessary to diminish what has been called white resistance. Examining the inadequate models and methods deployed to transform TC thinking about difference and Otherness reveals how teacher educators (TE) adherence to traditional paradigms contributes to their refusal to learn and change. The addition of Psychoanalytic insights into subjectivity, thinking and learning, it is argued, can mitigate TC resistance while enhancing student engagement and instructor pedagogy. These insights are then further refined to frame a transitional space (in a small group setting) wherein TC's cognitive and emotional struggles can be attended to ethically. The body of this work draws directly on TC's experience in the highly lauded Urban Diversity Teacher Education Program (UD). Using a variant of discourse analysis informed by cultural theory and psychosocially defined ambivalence, TC thinking and their learning processes are considered within the UD curriculum, TE pedagogy, course work, and small groups. One year after the initial study, interviews and focus groups with former preservice teachers augment the research data while providing timely reflections on how small group processing impacts social justice teacher education. An analysis of how the particularized learning dynamics in small groups are informed by considerable external and internal forces throughout teacher training follows. This applied research concludes that if a transitional space within small groups is developed with care, white resistance decreases, and overall engagement with equity pedagogy increases. Consequently, UD graduates are more likely to reverse the disappointing outcomes for racialized students that birthed anti-oppressive efforts in their inception. 
dc.identifier.urihttp://hdl.handle.net/10315/40783
dc.languageen
dc.rightsAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.
dc.subjectTeacher education
dc.subjectPhilosophy of education
dc.subjectPedagogy
dc.subject.keywordsTeacher education
dc.subject.keywordsTeacher training
dc.subject.keywordsSocial justice
dc.subject.keywordsSocial justice education
dc.subject.keywordsPreservice education
dc.subject.keywordsTeacher candidate
dc.subject.keywordsPreservice teachers
dc.subject.keywordsSociology of education
dc.subject.keywordsPhilosophy of education
dc.subject.keywordsHistory of education
dc.subject.keywordsLinguistics
dc.subject.keywordsPost-Structuralism
dc.subject.keywordsSemiotics
dc.subject.keywordsDiscourse theory
dc.subject.keywordsTheories of Identity
dc.subject.keywordsIntercultural education
dc.subject.keywordsCritical multiculturalism
dc.subject.keywordsMulticulturalism
dc.subject.keywordsEquity education
dc.subject.keywordsCultural studies
dc.subject.keywordsDiversity
dc.subject.keywordsInclusion
dc.subject.keywordsEDI
dc.subject.keywordsService learning
dc.subject.keywordsCommunity reference pedagogy
dc.subject.keywordsRace
dc.subject.keywordsRacism
dc.subject.keywordsCritical pedagogy
dc.subject.keywordsAntiracism
dc.subject.keywordsAntiracist pedagogy
dc.subject.keywordsPsychoanalysis
dc.subject.keywordsPsychoanalysis and education
dc.subject.keywordsResistance
dc.subject.keywordsWhite Resistance
dc.subject.keywordsEducation and race
dc.subject.keywordsEthnicity and education
dc.subject.keywordsFreire
dc.subject.keywordsFreud
dc.subject.keywordsWinnicott
dc.subject.keywordsBritzman
dc.subject.keywordsEthnography
dc.subject.keywordsPost critical ethnography
dc.subject.keywordsCurriculum
dc.subject.keywordsCurriculum development
dc.subject.keywordsUrban diversity
dc.subject.keywordsPrejudice
dc.subject.keywordsSmall group processing
dc.subject.keywordsPsychoanalysis of race
dc.subject.keywordsOtherness
dc.subject.keywordsSubjectivity
dc.subject.keywordsWhiteness
dc.subject.keywordsCritical whiteness
dc.subject.keywordsAnti black discrimination
dc.subject.keywordsAbleism
dc.subject.keywordsIntersectionality
dc.subject.keywordsIntersectional learning
dc.subject.keywordsIntersectional education
dc.subject.keywordsIdentity
dc.subject.keywordsPsychology
dc.titleOvercoming and Re-envisioning White Resistance to Antioppressive Teacher Education: Creating Transitional Spaces to Process Difficult Knowledge in Small Groups
dc.typeElectronic Thesis or Dissertation

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