Harvard Educational Review
  1. Winter 2011 Issue »

    Acquiring Double Images

    White Preservice Teachers Locating Themselves in a Raced World

    Barbara Seidl and Stephen Hancock
    In this article, Barbara Seidl and Stephen Hancock introduce the concept of a double image, which they argue is central to the development of a mature, antiracist identity for White people. Similar in some ways to Dubois’s (1903) concept of double consciousness, a double image is a sensibility or consciousness that gives White people a deeper understanding of how they are seen and raced by others, particularly People of Color. Drawing on eight years as antiracist teacher educators, Seidl and Hancock demonstrate how White preservice teachers in a cross-cultural internship begin to develop a double image, the obstacles they come across, and the pedagogies that can assist them in this process.

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    Barbara L. Seidl is an associate professor in the School of Teaching and Learning at The Ohio State University. Her work has focused on establishing community-based teacher education partnerships and the preparation of teachers for diverse classrooms. Her research explores the pedagogies and experiences that support teachers in developing critical consciousness and becoming biculturally or multiculturally competent. Her work has appeared in journals such as the Journal of Teacher Education and Teaching and Teacher Education. Seidl is currently the co–principle investigator on a Teacher Quality Partnership grant working in partnership with Columbus City Schools to prepare teachers for urban teaching.

    Stephen D. Hancock is an associate professor of multicultural education in the College of Education at the University of North Carolina–Charlotte, where his primary research interests are sociocultural perspectives in the urban elementary school context and the development of healthy academic relationships as it relates to the perceptions and psychology of self and others. In addition, his research interest focuses on intercultural identity in domestic and foreign spaces. His most recent work includes “Dysfunctional Policies and Relationships: Grooming Inmates through Curricula and Pedagogical Malpractice,” Journal of Curriculum and Pedagogy (forthcoming), and “Deconstructing Teacher Bias: Exploring Attribution Bias in Urban Elementary Schools,” in L. Howell, C. Lewis, & N. Carter (Eds.), Yes We Can! Improving Urban Schools Through Innovative Educational Reform (forthcoming), which investigates the impact of academic relationships and perceptions of self and others. Hancock is past chair of the Committee on Scholars of Color in the American Educational Research Association and currently serves as president of the North Carolina chapter of the National Association for Multicultural Education.

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    Winter 2011 Issue

    Abstracts

    Children’s Need to Know
    Curiosity 
in Schools
    Susan Engel
    The Work Children Do
    Unpacking Gendered Conflict in an Elementary Classroom
    Hana Kawai and Emily Taylor
    An Important Part of Me
    A Dialogue About Difference
    Sofia Lico and Wendy Luttrell
    Acquiring Double Images
    White Preservice Teachers Locating Themselves in a Raced World
    Barbara Seidl and Stephen Hancock
    Writing to Read
    A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading
    Steve Graham and Michael Hebert

    Book Notes

    Equal Opportunity in Higher Education
    Edited by Eric Grodsky and Michal Kurlaender

    Gateway to Opportunity
    J. M. Beach

    Transforming Borders
    C. Alejandra Elenes

    Making Failure Pay
    Jill P. Koyama

    Drop That Knowledge
    Elisabeth Soep and Vivian Chavez

    A Cord of Three Strands
    Soo Hong