000			02129nam a22002777a 4500
003			ZW-GwMSU
005			20241003083010.0
008			241003b |||||||| |||| 00| 0 eng d
022			_a00224871
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1738 JOU
100	1		_aBuehler, Jennifer _eauthor
245	1	0	_aNormalizing the fraughtness: _bHow emotion, race, and school context complicate cultural competence _ccreated by Jennifer Buehler, Anne Ruggles Gere, Christian Dallavis, and Victoria Shaw Haviland
264	1		_aThousand Oaks: _bSage, _c2009
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of Teacher Education _vVolume 60, number 4
520	3		_aPreservice teachers seeking to develop cultural competence can face a struggle fraught with multiple challenges, even when they are committed to culturally relevant pedagogy. This article closely analyzes one White beginning teacher’s negotiations with cultural competence during a lesson in her student teaching semester, then traces how she made sense of that lesson in the weeks and months that followed. Findings indicate that taking on cultural competence posed both cognitive and affective challenges. More specifically, emotional responses to racialized situations, inner conflicts over Whiteness, and the dynamics of the school context combined to mediate the development of cultural competence. This study suggests that teacher educators should focus not only on the achievement of cultural competence but also on the struggle involved in enacting it. By giving more attention to how beginning teachers develop cultural competence, teacher educators will be better prepared to help beginning teachers normalize the fraughtness involved in the struggle.
650			_aFraughtness _vEmotion, race, and school context _xComplicate cultural competence
700	1		_aGere, Anne Ruggles _eco-author
700	1		_aDallavis, Christian _eco-author
700	1		_aHaviland, Victoria Shaw _eco-author
856			_uhttps://doi.org/10.1177/00224871093399
942			_2lcc _cJA
999			_c167511 _d167511