Exploring Teacher Development through Racial Discourse

Authors

Lamont D. Simmons, University of MemphisFollow

Abstract

In reviewing the book, Making Meaning of Whiteness, by Alice McIntyre, I discussed the author’s examination of whiteness through the lenses of white female, student teachers. I underscored how McIntyre employed a Participatory Action Research methodology (drawing on feminist theory), as a way to understand how her participants made meaning of whiteness. The study’s findings reveal that for the participants, their “whiteness” is normal, which may serve to hinder their capacity for developing culturally responsive teaching practices.

Keywords

Collaborative, Feminism, Participatory Action Research, Transformational

Author Bio(s)

Lamont D. Simmons is an Assistant Professor of Social Work at the University of Memphis. He completed his doctorate degree in higher and adult education from the University of Memphis, and has an earned master’s degree in social work from Aurora University. His research interests include student experiences in higher education, child welfare, transformative learning, academic persistence and retention, and racial disparities. Dr. Simmons has worked extensively in child welfare, mental health, and in higher education as a professional development specialist and a faculty member. Correspondence regarding this book review can be addressed directly to: Dr. Lamont D. Simmons by E-mail at ldsimmons@memphis.edu

Publication Date

3-9-2015

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2015.2111

Recommended APA Citation

Simmons, L. D. (2015). Exploring Teacher Development through Racial Discourse. The Qualitative Report, 20(3), 231-233. https://doi.org/10.46743/2160-3715/2015.2111