Abstract
Race and social class are pivotal in structuring inequity in the educational system, defining the content of o3cial knowledge, establishing pedagogical policies and practices, and shaping relational dynamics in educational contexts. The question arises: Do race and social class have substantive relevance for teacher practice and the process of self-study in education? The purpose of this chapter is to explore the significance of race and social class meanings in educators’ practical and intersubjective experiences, and to examine the contributions of self-study theory and research to understanding race and social class in educators’ pedagogical, curricular, and programmatic endeavors. A critical social-constructivist perspective is presented to examine teachers’ attitudes and expectations. It is grounded in the normalization of inequity and derived from historical, racial and social class meanings that have become internal to the self-as-educator in local practice. This chapter addresses the unique contributions that self-study’s research paradigm and foundational principles make to investigating and reframing beliefs, assumptions and practices, and analyzes the knowledge produced from educators’ disciplined self-study inquiries on race and social class. Recommendations from these inquiries are presented with implications for educators’ personal and professional growth, for transformations in the foundational knowledge-base in teacher education, and for institutional change in education.
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Brown, E. (2004). The Significance of Race and Social Class for Self-Study and The Professional Knowledge Base of Teacher Education$*$. In: Loughran, J.J., Hamilton, M.L., LaBoskey, V.K., Russell, T. (eds) International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer International Handbooks of Education, vol 12. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6545-3_14
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