Critical Whiteness as a Professional Approach to Inclusive Teaching in Teacher Education

verfasst von

Anne Sophie Schröter-Brickwedde, Britta Konz

Abstract

Teachers are in a powerful position in the context of education in schools. They produce and reproduce norms and expectations of normality in relation to their students and their diversity. This does not mean intentional exclusion, but processes that are subtle. However, these processes can have an immense impact on students’ educational careers, achievement, well-being, and participation. Therefore, inclusive education in schools requires a professionalisation of teacher education at universities, where future teachers are sensitised in dealing with inequality dimensions. While dimensions such as gender and disability have received attention for a long time, the dimension race and the significance of racist structures and dynamics in education have only recently come into focus in the German discourse. In this chapter, Critical Whiteness will be discussed as a professional approach to inclusive teaching in higher education.

Organisationseinheit(en)

Institut für Sonderpädagogik

Externe Organisation(en)

Johannes Gutenberg-Universität Mainz

Typ

Beitrag in Buch/Sammelwerk

Seiten

182-195

Anzahl der Seiten

14

Publikationsdatum

2023

Publikationsstatus

Veröffentlicht

Peer-reviewed

Ja

Ziele für nachhaltige Entwicklung

SDG 4 – Qualitativ hochwertige Bildung

Elektronische Version(en)

https://doi.org/10.4018/978-1-6684-7370-2 (Zugang: Geschlossen)