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Calling In, Not Calling Out: A Critical Race Framework for Nurturing Cross-Cultural Alliances in Teacher Candidates

Calling In, Not Calling Out: A Critical Race Framework for Nurturing Cross-Cultural Alliances in Teacher Candidates

Anita Bright, James Gambrell
Copyright: © 2017 |Pages: 19
ISBN13: 9781522508977|ISBN10: 152250897X|EISBN13: 9781522508984
DOI: 10.4018/978-1-5225-0897-7.ch011
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MLA

Bright, Anita, and James Gambrell. "Calling In, Not Calling Out: A Critical Race Framework for Nurturing Cross-Cultural Alliances in Teacher Candidates." Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education, edited by Jared Keengwe, IGI Global, 2017, pp. 217-235. https://doi.org/10.4018/978-1-5225-0897-7.ch011

APA

Bright, A. & Gambrell, J. (2017). Calling In, Not Calling Out: A Critical Race Framework for Nurturing Cross-Cultural Alliances in Teacher Candidates. In J. Keengwe (Ed.), Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education (pp. 217-235). IGI Global. https://doi.org/10.4018/978-1-5225-0897-7.ch011

Chicago

Bright, Anita, and James Gambrell. "Calling In, Not Calling Out: A Critical Race Framework for Nurturing Cross-Cultural Alliances in Teacher Candidates." In Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education, edited by Jared Keengwe, 217-235. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0897-7.ch011

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Abstract

With a focus on transformation, this chapter engages educators in considering how the key ideas in Critical Race Theory may be immediately applicable in their own settings. The authors explain ways to define, identify, and disrupt microaggressions, and explore ways to serve as empathetic allies to marginalized students, families, and teachers. Grounded in the lived experiences of the two authors as they teach courses in an initial teacher preparation program at a large, urban institution in the Western U.S., this chapter includes vignettes that highlight the processes of calling in and being called in as a means to work towards greater equity and reduced oppression in educational and social settings.

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