More specifically, to combat the structures of inequality that exist in our schools, I argue for critical race theory and critical whiteness studies courses as a potential space for white teachers to dialogue and come to terms with their understandings of white supremacy. With this paper, then, I work to investigate the social institutions that animate the WSIC, which I position as a detrimental extension of a superhero teacher that perpetuates inequalities in schools if left unexamined. With this paper, I explore the implications of a white savior mentality through the lens of three different, yet over-lapping, personal and social media: my own story as a beginning, white teacher in racially diverse school settings popular texts that romanticize white teachers who come in to “save the day” and the experiences of future teachers with whom I have worked to interrogate a White Savior Industrial Complex (WSIC).
This paper seeks to report the findings of a cultural studies project conducted in an upperclassman, undergraduate, teacher preparation course. This analysis illustrates how film reviews operate as mediating voices between producer and consumer, and in so doing, the interpretations of the film serve as “common-sensed” mappings of the contested terrain of contemporary race relations. These interpretations equate non-whites with pathological and dysfunctional traits, frame hard work as a white normative characteristic, and construct deterministic views of both Hollywood’s ability to represent progressive racial representations and the educational system’s potential. Reviewers rely upon specific cultural frameworks to both contest and reproduce the notion of a “post-racial” society. Drawing on the reviews of a feature film with implicit racial content, produced in the context of a supposedly “color-blind” era, this article documents how reviewers constitute a racialized interpretive community. This article documents the collective interpretations of film reviewers a position typically associated with individual aesthetic judgment rather than socially shared scripts of explanation. He/she more often appears working in urban schools, outside the classroom, and consistently resilient and dedicated to saving black and minority students in the „jungle‟ of inner cities or poor neighbourhoods. Black school teachers are very rarely portrayed as educated in the teaching profession, positioned in same-gender schools or belonging to the upper class. This study found also that black teachers are more frequently depicted in film from the mid-1980s onwards and popular images of black school teachers are predominantly male and middle class. A great number of them are based on real events and personal accounts of teachers, often crossing national boundaries and going to the past in order to narrate the experiences of black teachers and to talk about racial inequalities. In this interdisciplinary approach, these movies unveil racist stereotypes and ideological trends that are enforced and duplicated by popular media, very often at crucial historical and political times of racial relations and educational debates. The entire stories take place in secondary schools and are the classics The Blackboard Jungle (1955, USA) and To Sir with Love (1967, UK), Lean on me (1989, USA), Sarafina! (1992, USA & South Africa), Shoot the Messenger (2006, UK) and Freedom Writers (2007, USA). The teaching narratives of four black and two white teachers were addressed historically and intertextually by deriving evidence from diverse scholars, film critiques, box office covers and the comparative study of the popular texts themselves.
#MAIN PROBLEM ABOUT EVA FREEDOM WRITER TV#
As an outcome of content analysis and critical viewing of more than twenty movies, a sample of six features and TV movies were selected based on their racial significance inscribed on the central role of teacher. Within the framework of cultural studies and critical race theory, movies on black teachers are the focus of my consideration. The limited research with regard to „race‟, education and popular culture indicates that Hollywood cinema and TV portray the white as saviour hero and the African American or Black British characters as representative of the „other‟ teacher. This character has often been analysed in terms of gender, rarely class, race and ethnicity and there are even fewer accounts on sexuality.
Teachers and students‟ representations in popular culture have long been the subject of different scholars and disciplines showing a distinctive interest in the central character of the school teacher in the world of film.
In this study, I searched for representations of 'black teachers' through popular media stories.
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