That's Not Something We Have to Discuss: Interrupting Silences About Multiracial Students in Teacher Work

Joy Howard

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That's Not Something We Have to Discuss: Interrupting Silences About Multiracial Students in Teacher Work

机译：这不是我们必须讨论的事情：打断教师工作中多种族学生的沉默

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The author asserts that the field of teacher education must begin a critical conversation to better prepare and support teachers in attending to the complexities of racialized identities, experiences, and perspectives of multiracial students in K12 schools. The author offers a review of literature relevant to multiracial students, and draws from the emerging theoretical framework of Multicrit (Harris in Int J Qual Stud Educ 29(6):795–813, 2016) to present monoracism, ahistoricism, colorism and intersectionality to analyze excerpts from three respective research studies. Each excerpt demonstrates an imperative to build a critical understanding of multiracial students within teacher work. The author concludes with implications for future research and practice.

机译：作者断言，教师教育领域必须开始进行批判性对话，以更好地准备和支持教师应对K12学校中多种族学生的种族身份，经历和观点的复杂性。作者提供了与多种族学生相关的文献综述，并借鉴了新兴的多元批评理论框架（Harris in Int J Qual Stud Educ 29（6）：795–813，2016），提出了对种族歧视，历史主义，色彩主义和交叉性的研究。分析来自三项各自研究的摘录。每个摘录都表明必须在教师工作中建立对多种族学生的批判性理解。作者的结论对未来的研究和实践具有重要意义。

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《The Urban Review》 |2018年第4期|693-712|共20页
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Joy Howard;
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That's Not Something We Have to Discuss: Interrupting Silences About Multiracial Students in Teacher Work

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