583
Views
0
CrossRef citations to date
0
Altmetric
Empirical Research Studies

When “Nice” Isn’t: Confronting Niceness and Whiteness to Center Equity in Teacher Education

Pages 90-106 | Received 29 May 2022, Accepted 10 Dec 2022, Published online: 21 Dec 2022

References

  • Applebaum, B. (2021). Ongoing challenges for white educators teaching white students about whiteness. Studies in Philosophy and Education, 40(4), 429–441. https://doi.org/10.1007/s11217-021-09771-y
  • Baker-Bell, A. (2020). Linguistic justice: Black language, literacy, identity, and pedagogy. Routledge.
  • Baptiste, I. (2008). Wages of niceness: The folly and the futility of educators who strive not to impose. New Horizons in Adult Education and Human Development, 22(2), 6–28. https://doi.org/10.1002/nha3.10305
  • Bissonnette, J. (2016). The trouble with niceness: How a preference for pleasantry sabotages culturally responsive teacher preparation. Journal of Language and Literacy Education, 12(2), 9–32. http://jolle.coe.uga.edu/wp-content/uploads/2016/11/9-
  • Castagno, A. (2014). Educated in whiteness: Good intentions and diversity in schools. University of Minnesota Press.
  • Castagno, A. (2019a). Mapping the contours of niceness in education. In A. Castagno (Ed.), The price of nice: How good intentions maintain educational inequity (pp. iv–xxiv). University of Minnesota Press.
  • Castagno, A. (2019b). The price of nice: How good intentions maintain educational inequity. University of Minnesota Press.
  • Cochran-Smith, M., Cummings Carney, M., Stringer Keefe, E., Burton, S., Chang, W., Fernández, M., Miller, A., & Gabriel Sánchez, J. (2018). Reclaiming accountability in teacher education. Teachers College Press.
  • Corbin, J., & Strauss, A. (2014). Basics of qualitative research (4th ed.). Sage.
  • Delgado-Harris, S. (2020, June 4). Dismantling white supremacy is white people’s work. Break Away Blog. https://alternativebreaks.org/dismantling-white-supremacy-is-white-peoples-work/
  • DiAngelo, R. (2018). White fragility: Why it’s so hard for white people to talk about racism. Beacon Press.
  • Dinkleman, T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective teaching. Journal of Teacher Education, 54(1), 6–18. https://doi.org/10.1177/0022487102238654
  • Fletcher, T. (2020). Self-study as hybrid methodology. In J. Kitchen, A. Berry, S. M. Bullock, A. R. Crowe, M. Taylor, H. Guojonsdottir, & L. Thomas (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 269–297). Springer.
  • Freire, P. (19702018). Pedagogy of the oppressed (4th ed.). Bloomsbury Academic.
  • Galman, S. (2019). Nice work: Young white women, near enemies, and teaching inside the magic circle. In A. Castagno (Ed.), The price of nice: How good intentions maintain educational inequity (pp. 70–87). University of Minnesota Press.
  • Galman, S., Pica-Smith, C., & Rosenberger, C. (2010). Aggressive and tender navigations: Teacher educators confront whiteness in their practice. Journal of Teacher Education, 61(3), 225–236. https://doi.org/10.1177/0022487109359776
  • Gorski, P., & Dalton, K. (2020). Striving for critical reflection in multicultural and social justice teacher education: Introducing a typology of reflection approaches. Journal of Teacher Education, 71(3), 357–368. https://doi.org/10.1177/0022487119883545
  • Hallman, H. L., Rios, A., Craig, C. J., & Hill-Jackson, V. (2022). Teacher education’s moment: From solution to challenge. Journal of Teacher Education, 73(2), 127–128. https://doi.org/10.1177/00224871221076906
  • Hamilton, M. L., & Pinnegar, S. (2015). Considering the role of self-study of teaching and teacher education practices research in transforming urban classrooms. Studying Teacher Education, 11(2), 180–190. https://doi.org/10.1080/17425964.2015.1045775
  • Haviland, V. S. (2008). “Things get glossed over:” Rearticulating the silencing power of whiteness in education. Journal of Teacher Education, 59(1), 40–54. https://doi.org/10.1177/0022487107310751
  • John-Steiner, V. (2000). Creative collaboration. Oxford University Press.
  • Kinloch, V., Burkhard, T., & Penn, C. (Eds.). (2019). Race, justice, and activism in literacy instruction. Teachers College Press.
  • Kitchen, J. (2020). Self-study in teacher education and beyond. In J. Kitchen, A. Berry, S. Bullock, A. Crowe, M. Taylor, H. Guojonsdottir, & L. Thomas (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 1023–1044). Springer.
  • Kitchen, J. (2022). Critically inquiring as community through self-study communities of practice. In B. Butler & S. Bullock (Eds.), Learning through collaboration in self-study: Communities of practice, critical friendships, and collaborative self-study (pp. 221–233). Springer.
  • Kitchen, J., & Ciuffetelli Parker, D. (2009). Self-study communities of practice. In C. A. Lassonde, S. Galman, & C. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 101–122). Sense Publishers.
  • LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study practices (pp. 817–870). Kluwer Academic Publishers.
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
  • Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A.K.a. the remix. Harvard Educational Review, 84(1), 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751
  • Ladson-Billings, G. (2021). I’m here for the hard re-set: Post pandemic pedagogy to preserve our culture. Equity & Excellence in Education, 54(1), 68–78. https://doi.org/10.1080/10665684.2020.1863883
  • Leonardo, Z. (2009). Race, whiteness, and education. Routledge.
  • Leonardo, Z., & Broderick, A. A. (2011). Smartness as property: A critical exploration of intersections between whiteness and disability studies. Teachers College Record, 113(10), 2206–2232. https://doi.org/10.1177/016146811111301008
  • Leonardo, Z., & Porter, R. (2010). Pedagogy of fear: Toward a fanonian theory of ‘safety’ in race dialogue. Race Ethnicity and Education, 13(2), 139–157. https://doi.org/10.1080/13613324.2010.482898
  • Liera, R. (2020). Equity advocates using equity-mindedness to interrupt faculty hiring’s racial structure. Teachers College Record, 122(9), 1–42. https://doi.org/10.1177/016146812012200910
  • Loughran, J. (2005). Researching teaching about teaching: Self-study of teacher education practices. Studying Teacher Education, 1(1), 5–16. https://doi.org/10.1080/17425960500039777
  • Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.
  • Love, B. L. (2020, August 24). There is nothing fragile about racism. Education Week. https://www.edweek.org/leadership/opinion-there-is-nothing-fragile-about-racism/2020/08
  • Matias, C. (2022). Towards a Black whiteness studies: A response to the growing field. International Qualitative Studies in Education. https://doi.org/10.1080/09518398.2022.2025482
  • Matias, C. E., Viesca, K. M., Garrison-Wade, D. F., Tandon, M., & Galindo, R. (2014). “What is critical whiteness doing in OUR nice field like critical race theory?” Applying CRT and CWS to understand the white imaginations of white teacher candidates. Equity & Excellence in Education, 47(3), 289–304. https://doi.org/10.1080/10665684.2014.933692
  • Mentor, M., & Sealey-Ruiz, Y. (2021). Doing the deep work of antiracist pedagogy: Toward self-excavation for equitable classroom teaching. Language Arts, 99(1), 19–24. https://library.ncte.org/journals/la/issues/v99-1/31410
  • Miles, M. B., Huberman, A. M., & Saldaña, J. (2013). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.
  • National Center for Educational Statistics. (2019). Teacher trends and characteristics. Institute of Education Services. https://nces.ed.gov/fastfacts/display.asp?id=28
  • National Center for Education Statistics. (2020). Race/Ethnicity of college faculty. Institute of Education Sciences. https://nces.ed.gov/fastfacts/display.asp?id=61
  • O’Dwyer, A., Bowles, R., & Ní Chróinin, D. (2019). Supporting collaborative self-study: An exploration of internal and external critical friendships. Studying Teacher Education, 15(2), 139–159. https://doi.org/10.1080/17425964.2019.1600494
  • Okun, T. (2021). Characteristics. White Supremacy Culture. https://www.whitesupremacyculture.info/characteristics.html
  • Orozco, R. (2019). The method of avoidance: Niceness as whiteness in segregated chicanx schools. Whiteness in Education, 4(2), 128–145. https://doi.org/10.1080/23793406.2019.1642795
  • Parker, K. (2022). Literacy is liberation: Working toward justice through culturally relevant teaching. ASCD.
  • Picower, B. (2021). Reading, writing, and racism: Disrupting whiteness in teacher education and in the classroom. Beacon Press.
  • Policy and Program Studies Service. (2016). The state of racial diversity in the educator workforce. U.S. Department of Education. https://www2.ed.gov.rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf
  • Pollock, M. (2005). Colormute: Race talk dilemmas in an American school. Princeton University Press.
  • Riemer, F. (2019). “She’s such a nasty woman:” Nice and nasty as gendered tropes. In A. Castagno (Ed.), The price of nice: How good intentions maintain educational inequity (pp. 258–274). University of Minnesota Press.
  • Roberts, J. (2020, June 8). White academia: Do better. Medium. https://medium.com/the-faculty/white-academia-do-better-fa96cede1fc5
  • Samaras, A. P. (2011). Self-study teacher research: Improving your practice through collaborative inquiry. Sage Publications.
  • Sleeter, C. (2017). Critical race theory and the whiteness of teacher education. Urban Education, 52(2), 155–169. https://doi.org/10.1177/0042085916668957
  • Souto-Manning, M. (2020). In the pursuit of justice: Students’ rights to read and write in elementary schools. National Council of the Teachers of English.
  • Taubman, P. (2009). Teaching by numbers: Deconstructing the discourse of standards and accountability in education. Routledge.
  • Vanassche, E., & Kelchtermans, G. (2015). The state of the art of self-study of teacher education practices: A systematic literature review. Journal of Curriculum Studies, 47(4), 508–528. https://doi.org/10.1080/00220272.2014.995712
  • Weatherstone, K. (2019). Evaluating niceness: How anonymous student feedback forms promote gendered and flawed value systems in academic labor. In A. Castagno (Ed.), The price of nice: How good intentions maintain educational inequity (pp. 110–126). University of Minnesota Press.
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
  • Zeichner, K. (2018). The struggle for the soul of teaching and teacher education in the US. In K. Zeichner (Ed.), The struggle for the soul of teacher education (pp. 19–39). Routlege.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.