Confronting Ideologies of Place and Space

• In Event: Activist Stance in an Uncertain Educational Future: Foreground Personal, Develop Sense of Place, Build Context

Abstract

Purpose/theoretical framework This qualitative case study examined ways to disrupt deficit ideologies through an Art Walk experience with preservice teachers (PSTs) while enrolled in place-based university course. Utilizing critical white studies and deficit ideology frameworks, two PSTs reflected on a neighborhood art walk. Working from a place-based teacher education perspective, I argue that place is important in teacher education programs and when we imbed PSTs into the environment in which they teach and learn, often different from their own experiences and histories, attitudes may change or be altered.

Methodology and data sources Using humanizing research (Narayan & George, 2003) and micro-ethnographic methods, this research sought to explore how PSTs, coming from predominantly white, middle-upper class neighborhoods, talked about school, community and the people who live in the neighborhood where they would be taking courses and working with students. Case study methodology allowed the examination of a particular event. Data sources included unstructured interviews, field notes, and art walk observations which were transcribed and coded. Themes were then created and this study presents that data focusing on moments when deficit ideologies were reified and moments when they appeared to be disrupted.

Findings Student’s initial attitudes included concern about the backgrounds of the families and school culture which was described as “different” from their own experiences and histories. Physical discomfort became apparent as we walked through the school neighborhood. Uneasiness, and what appeared as fear, was based on pre-determined stereotypes and narratives surrounding this space. Two student’s (identifying as white, middle-upper class) comments stood out as one set aside her preconceived notions of whiteness, poverty, and negative narratives about this community and opened herself up to look at the residences and resources with a positive lens while the other student did not and held on to the master narrative reifying her deficit ideologies around race, class, and community.

Results indicated that attitudes can shift from a deficit view to a more positive mindset toward the community in which PST’s would be learning and teaching. The ways in which this student viewed poverty and race adjusted based on a broader lens of what the community had to offer within the context of school, family, and neighborhood. Yet, some participants held on to prior beliefs and attitudes. These two very different views showed how exposure may disrupt some views and perspectives while may also maintain deficit ideologies for others.

Implications/Significance Preservice teacher education programs need to examine current ideologies of stereotypes and oppressive narratives, as well as focus on creating programs that are inclusive and respectful of all communities. It is important to look more deeply into how the teacher training curriculum may work to maintain whiteness and class dominance. More attention to connections, addressing colorblind ideology, and meritocratic beliefs must exist if these programs are to include a social justice-oriented focus and curriculum. A combination of community and school should be prevalent in the curriculum and experiences of those students throughout their entire teacher education program - one that exposes, engages, and provides experiences within community, school, and family.

Author

• Debbie Morbitt, The Ohio State University
  Presenting Author