Tending to the Heart of Communities of Color

Towards Critical Race Teacher Activism

Cheryl E. Matias, Daniel Liou

Research output: Contribution to journalArticle

21 Citations (Scopus)

Abstract

Critical Race Theory and Critical Whiteness Studies assert colorblindness flourishes when most urban teachers who are White feel emotionally uncomfortable to engage in dynamics of race in the classroom. Colorblind ideology distorts urban teaching because it presumes (a) many White teachers are missionaries trained to save and (b) urban schools are pathological deficits that need to be saved. We propose a community of color epistemological approach that draws from emotional strengths found inside urban communities of color and supports the pedagogical and emotional investment needed to (a) operate critical race activism inside urban classrooms and (b) disrupt the normalcy of Whiteness in schools. We present a counterstory of how one urban teacher engaged in critical race teacher activism.

Original languageEnglish (US)
Pages (from-to)601-625
Number of pages25
JournalUrban Education
Volume50
Issue number5
DOIs
StatePublished - Jul 6 2015

Fingerprint

teacher
community
classroom
missionary
ideology
school
teaching
deficit
Teaching
urban community

Keywords

  • classroom
  • critical race theory
  • critical whiteness studies
  • educational foundation
  • leadership
  • teacher education
  • teaching
  • urban education

ASJC Scopus subject areas

  • Education
  • Urban Studies

Cite this

Tending to the Heart of Communities of Color : Towards Critical Race Teacher Activism. / Matias, Cheryl E.; Liou, Daniel.

In: Urban Education, Vol. 50, No. 5, 06.07.2015, p. 601-625.

Research output: Contribution to journalArticle

@article{ef9cb0f4b02641f0b20fbc6580da6ba6,
title = "Tending to the Heart of Communities of Color: Towards Critical Race Teacher Activism",
abstract = "Critical Race Theory and Critical Whiteness Studies assert colorblindness flourishes when most urban teachers who are White feel emotionally uncomfortable to engage in dynamics of race in the classroom. Colorblind ideology distorts urban teaching because it presumes (a) many White teachers are missionaries trained to save and (b) urban schools are pathological deficits that need to be saved. We propose a community of color epistemological approach that draws from emotional strengths found inside urban communities of color and supports the pedagogical and emotional investment needed to (a) operate critical race activism inside urban classrooms and (b) disrupt the normalcy of Whiteness in schools. We present a counterstory of how one urban teacher engaged in critical race teacher activism.",
keywords = "classroom, critical race theory, critical whiteness studies, educational foundation, leadership, teacher education, teaching, urban education",
author = "Matias, {Cheryl E.} and Daniel Liou",
year = "2015",
month = "7",
day = "6",
doi = "10.1177/0042085913519338",
language = "English (US)",
volume = "50",
pages = "601--625",
journal = "Urban Education",
issn = "0042-0859",
publisher = "SAGE Publications Inc.",
number = "5",

}

TY - JOUR

T1 - Tending to the Heart of Communities of Color

T2 - Towards Critical Race Teacher Activism

AU - Matias, Cheryl E.

AU - Liou, Daniel

PY - 2015/7/6

Y1 - 2015/7/6

N2 - Critical Race Theory and Critical Whiteness Studies assert colorblindness flourishes when most urban teachers who are White feel emotionally uncomfortable to engage in dynamics of race in the classroom. Colorblind ideology distorts urban teaching because it presumes (a) many White teachers are missionaries trained to save and (b) urban schools are pathological deficits that need to be saved. We propose a community of color epistemological approach that draws from emotional strengths found inside urban communities of color and supports the pedagogical and emotional investment needed to (a) operate critical race activism inside urban classrooms and (b) disrupt the normalcy of Whiteness in schools. We present a counterstory of how one urban teacher engaged in critical race teacher activism.

AB - Critical Race Theory and Critical Whiteness Studies assert colorblindness flourishes when most urban teachers who are White feel emotionally uncomfortable to engage in dynamics of race in the classroom. Colorblind ideology distorts urban teaching because it presumes (a) many White teachers are missionaries trained to save and (b) urban schools are pathological deficits that need to be saved. We propose a community of color epistemological approach that draws from emotional strengths found inside urban communities of color and supports the pedagogical and emotional investment needed to (a) operate critical race activism inside urban classrooms and (b) disrupt the normalcy of Whiteness in schools. We present a counterstory of how one urban teacher engaged in critical race teacher activism.

KW - classroom

KW - critical race theory

KW - critical whiteness studies

KW - educational foundation

KW - leadership

KW - teacher education

KW - teaching

KW - urban education

UR - http://www.scopus.com/inward/record.url?scp=84930511711&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84930511711&partnerID=8YFLogxK

U2 - 10.1177/0042085913519338

DO - 10.1177/0042085913519338

M3 - Article

VL - 50

SP - 601

EP - 625

JO - Urban Education

JF - Urban Education

SN - 0042-0859

IS - 5

ER -