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This dissertation poses the question, “Who cares and who does not care for poor, black, brown, red and economically disadvantaged children in urban school settings?” The study takes a deeper look at some of the underlying human dynamics that inform teacher retention and student academic achievement as an education problem, specifically related to notions of care and emotions in the urban school environment. The central focus of the study is on identifying what might be the factors that contribute to the development of a “pedagogy of care” by white female teachers, and the impact of hidden dimensions of affect in the environment on their motivations and commitment. Exploring care and fear is central to the framing of this study and is done by looking beyond the cognitive structures that inform the perceived rational processes of the teachers’ engagement in the environment. This study explores the process by which the phenomenon of care and emotions is connected to the personal and professional developmental tasks of the teachers and is viewed through the interactions of their biographies and event episodes across their life story. Phenomenological Variance of Ecological Systems Theory (PVEST) (Spencer, 2006) is used as a human development frame for situating this study. This work provides the context for understanding how pre-service teachers’ beginning identity formation is impacted by their perceptions and experiences when they enter the urban environment, and how practicing teachers’ real time experiences can help us understand the ways in which veteran teachers have negotiated perceptions and developed emotional resilience to remain in the environment. The findings of this study identified the process by which veteran white female teachers vulnerabilities led to aspects of their generative caring concerns and served as supports towards the development of their emotion-capacities and caring motives for becoming resilient in the urban environment. Data from this study could be used to help schools of education, teacher educators, professional development initiatives, and policy makers to construct and implement more appropriate and stage specific trainings, curriculum, in-service supports, and legislation that would provide a variety of critical supports to help retain teachers in urban schools. / Urban Education

The purpose of this research is to give a historical account of the educational developments for black students in Fairfax County, Virginia. The research will first address a brief history of education in Virginia. The second and third chapters will respectively address education for black students in the state and pre-Civil War education in Fairfax County. Chapters four and five will focus on the formation of post-Civil War public education in Fairfax County and the education of black students within the county. The author will fit the education of Fairfax County's black students into the context of education within the state of Virginia. Comparisons and contrasts can then be made regarding the quality of education offered to black students in Fairfax County. As with many southern communities, the growth of public education was affected by complacent attitudes, agrarian life styles, poor quality roads and lack of transportation. Fairfax County was no exception. Although numerous private and free schools existed prior to the Civil War, few received black students. The education of the black child, then, was left to the mercy and interest of those around him who chose to teach him basic reading and writing. Alexandria, for example, boasted of a large free black population--many of whom were educated in Alexandria when it was a part of Fairfax County. Both philanthropic and missionary agencies supported education for black students. After the Civil War other schools existed such as the Freedmen's Bureau schools. These schools functioned until 1871. By this time free public education was a reality in Virginia and the issue of placing both black and white children in the same school became the major topic of educational discussion. In an effort to avoid integration black students were sent outside of Fairfax County to Manassas and Washington. After years of struggle, Luther Jackson School was built within the county to educate Fairfax County's black students. Other schools were gradually built to accommodate the educational needs of the county's black students. Even though schools were built to educate black students, there were many disparities in terms of the quality of facilities within the buildings. Following the 1954 Brown Decision outlawing de jure segregation school assignment was not based on race for black or white children. As a result, parents could have a voice in school selection. In reality, the Brown Decision offered black parents more voice as these parents often sent their children to the formerly white schools. The general belief by whites was that black schools were inferior. Many of the formerly all-black schools eventually became administrative offices for Fairfax County Public Schools and black students began attending schools in their home districts. / Ed. D.

Este estudo trata sobre os fatores que levaram professores brancos a se envolverem com a educação das relações étnico-raciais. Para tal, discute a relação existente entre colonialismo europeu, raça e racismo, e a especificidade da manifestação da ideologia racial no Brasil, marcada pelo ideal de branqueamento e pelo mito da democracia racial, que nega a existência do racismo e dificulta a percepção dos sujeitos de uma forma geral sobre a necessidade de enfrentamento do mesmo. Reflete sobre a dificuldade de indivíduos brancos de se identificarem com o enfrentamento de um problema do qual não são vítimas, também por conta do processo histórico que marcou a gênese da própria identidade branca e do legado do privilégio simbólico branquitude. Para elucidar o paradoxo de existirem professores brancos envolvidos com a educação das relações étnico-raciais, apesar da branquitude e da frequente negação da existência do racismo na sociedade brasileira, recorreu-se aos estudos de Adorno sobre a relação existente entre as forças internas da personalidade e a adesão às ideologias. A pesquisa de campo foi estruturada sobre a abordagem qualitativa, que envolveu observação assistemática e aplicação de entrevistas e questionários aos professores brancos sujeitos da pesquisa. Para análise dos dados das entrevistas, foi adotada a perspectiva da análise do discurso. Os resultados evidenciaram que os professores brancos participantes do estudo são sujeitos de personalidades liberais, formadas a partir de meios familiares não autoritários, cujas estruturas de poder foram marcadas pela aplicação de um método disciplinar mais tolerante, pautado no afeto, no diálogo e na compreensão, e pela convivência com pessoas negras. O fato de serem sujeitos tolerantes e terem convivido afetivamente com negros abriu caminho para que esses professores se identificassem com essa população e fizessem com que a mesma continuasse a integrar os laços sociais constituídos na vida adulta, o que possibilitou o acionamento das predisposições de suas personalidades liberais contra o racismo, e a produção de rupturas com a consciência inerte da branquitude, na medida em que foram afetados pela experiência das pessoas negras com quem convivem, ao ponto de se envolverem com a educação das relações étnico-raciais. / This research focuses on the factors that led white teachers to get involved with the education of ethnic-racial relations. To this end, it discusses the relationship between European colonialism, race and racism, and the specific manifestation of racial ideology in Brazil, marked by the ideal of whitening and the myth of racial democracy, which denies the existence of racism and impedes the perception of subjects in general on the need to face them. Reflects on the difficulty of white individuals identify with the face of a problem of which they are not victims, also on account of the historical process that marked the genesis of own white identity and the legacy of whiteness symbolic privilege. To elucidate the paradox exist white teachers involved in the education of ethnic-racial relations, despite the whiteness and the frequent denial of the existence of racism in Brazilian society, we used to Adorno studies on the relationship between the internal forces of personality and adherence to ideologies. The field research was structured on the qualitative approach, which involved systematic observation and application of interviews and questionnaires to subjects white teachers in the survey. Data analysis of the interviews, it adopted the perspective of discourse analysis. The results showed that white study participants teachers are subjects of liberal personalities, formed from non-authoritarian family means whose power structures were marked by applying a more lenient disciplinary method, based on affection, dialogue and understanding, and the interaction with black people. The fact that they are subject tolerant and have lived affectively with black paved the way for these teachers to identify with this population and to do that it continued to integrate social bonds formed in adulthood, allowing the activation of the predispositions of their personalities liberal racism and production breaks with the inert consciousness of whiteness, as they were affected by the experience of black people with whom they live, about to get involved with the education of ethnic-racial relations.

Teachers play a pivotal role in the production of discourse on race relations in education, yet few studies have researched the impact of white teacher identity construction as a variable in the creation and maintenance of racial ideologies, particularly here in Canada. The majority of the current research done on racism in schools has produced data that points to the widespread denial of racism by the majority of white teachers and students, while parents, teachers and students of color acknowledge the pervasive role racism plays in their educational and social lives. While the focus on institutional and systemic racism is important, it sometimes denies the role individuals play in the reproduction of racism and in our ability to make change. For these reasons, it is critical to consider the identity constructions of white teachers, as these constructions will influence how we interpret and respond to existing racial inequalities in education. <p>This research will draw from poststructural theories of discourse analysis in order to analyze how white teacher identity constructions of innocence are reproduced in an education system where racial inequalities are pervasive and systemic. Discourse analysis and deconstruction are important in understanding the way our subjectivity as white teachers continues to be produced and maintained.<p>This study takes place in the Prairie region, where Aboriginal people have been produced as the racial Other historically. Using an open-ended questionnaire, in-service, and focus group method, this research study invites educators to narrate their own perceptions of racism in schools. The collection and analysis of this data begins to address the theoretical gap in academic knowledge on teacher perceptions of racism in education.

Teachers play a pivotal role in the production of discourse on race relations in education, yet few studies have researched the impact of white teacher identity construction as a variable in the creation and maintenance of racial ideologies, particularly here in Canada. The majority of the current research done on racism in schools has produced data that points to the widespread denial of racism by the majority of white teachers and students, while parents, teachers and students of color acknowledge the pervasive role racism plays in their educational and social lives. While the focus on institutional and systemic racism is important, it sometimes denies the role individuals play in the reproduction of racism and in our ability to make change. For these reasons, it is critical to consider the identity constructions of white teachers, as these constructions will influence how we interpret and respond to existing racial inequalities in education. <p>This research will draw from poststructural theories of discourse analysis in order to analyze how white teacher identity constructions of innocence are reproduced in an education system where racial inequalities are pervasive and systemic. Discourse analysis and deconstruction are important in understanding the way our subjectivity as white teachers continues to be produced and maintained.<p>This study takes place in the Prairie region, where Aboriginal people have been produced as the racial Other historically. Using an open-ended questionnaire, in-service, and focus group method, this research study invites educators to narrate their own perceptions of racism in schools. The collection and analysis of this data begins to address the theoretical gap in academic knowledge on teacher perceptions of racism in education.

Este estudo trata sobre os fatores que levaram professores brancos a se envolverem com a educação das relações étnico-raciais. Para tal, discute a relação existente entre colonialismo europeu, raça e racismo, e a especificidade da manifestação da ideologia racial no Brasil, marcada pelo ideal de branqueamento e pelo mito da democracia racial, que nega a existência do racismo e dificulta a percepção dos sujeitos de uma forma geral sobre a necessidade de enfrentamento do mesmo. Reflete sobre a dificuldade de indivíduos brancos de se identificarem com o enfrentamento de um problema do qual não são vítimas, também por conta do processo histórico que marcou a gênese da própria identidade branca e do legado do privilégio simbólico branquitude. Para elucidar o paradoxo de existirem professores brancos envolvidos com a educação das relações étnico-raciais, apesar da branquitude e da frequente negação da existência do racismo na sociedade brasileira, recorreu-se aos estudos de Adorno sobre a relação existente entre as forças internas da personalidade e a adesão às ideologias. A pesquisa de campo foi estruturada sobre a abordagem qualitativa, que envolveu observação assistemática e aplicação de entrevistas e questionários aos professores brancos sujeitos da pesquisa. Para análise dos dados das entrevistas, foi adotada a perspectiva da análise do discurso. Os resultados evidenciaram que os professores brancos participantes do estudo são sujeitos de personalidades liberais, formadas a partir de meios familiares não autoritários, cujas estruturas de poder foram marcadas pela aplicação de um método disciplinar mais tolerante, pautado no afeto, no diálogo e na compreensão, e pela convivência com pessoas negras. O fato de serem sujeitos tolerantes e terem convivido afetivamente com negros abriu caminho para que esses professores se identificassem com essa população e fizessem com que a mesma continuasse a integrar os laços sociais constituídos na vida adulta, o que possibilitou o acionamento das predisposições de suas personalidades liberais contra o racismo, e a produção de rupturas com a consciência inerte da branquitude, na medida em que foram afetados pela experiência das pessoas negras com quem convivem, ao ponto de se envolverem com a educação das relações étnico-raciais. / This research focuses on the factors that led white teachers to get involved with the education of ethnic-racial relations. To this end, it discusses the relationship between European colonialism, race and racism, and the specific manifestation of racial ideology in Brazil, marked by the ideal of whitening and the myth of racial democracy, which denies the existence of racism and impedes the perception of subjects in general on the need to face them. Reflects on the difficulty of white individuals identify with the face of a problem of which they are not victims, also on account of the historical process that marked the genesis of own white identity and the legacy of whiteness symbolic privilege. To elucidate the paradox exist white teachers involved in the education of ethnic-racial relations, despite the whiteness and the frequent denial of the existence of racism in Brazilian society, we used to Adorno studies on the relationship between the internal forces of personality and adherence to ideologies. The field research was structured on the qualitative approach, which involved systematic observation and application of interviews and questionnaires to subjects white teachers in the survey. Data analysis of the interviews, it adopted the perspective of discourse analysis. The results showed that white study participants teachers are subjects of liberal personalities, formed from non-authoritarian family means whose power structures were marked by applying a more lenient disciplinary method, based on affection, dialogue and understanding, and the interaction with black people. The fact that they are subject tolerant and have lived affectively with black paved the way for these teachers to identify with this population and to do that it continued to integrate social bonds formed in adulthood, allowing the activation of the predispositions of their personalities liberal racism and production breaks with the inert consciousness of whiteness, as they were affected by the experience of black people with whom they live, about to get involved with the education of ethnic-racial relations.

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