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ERIC Number: ED469941
Record Type: Non-Journal
Publication Date: 2002
Pages: 18
Abstractor: N/A
Reference Count: N/A
Experimentations with Critical Race Theory and Teacher Education Students.
Marx, Sherry; Pennington, Julie
This paper describes how two white, female teacher educators openly addressed white racism with their white preservice students in order to help them become more aware of the advantages and biases inherent in their positionality as white teachers. They sought to move students past feelings of guilt and helplessness and avoid the dominant culture resentment against cultures of color. They helped student teachers open up to discourses of white racism and move beyond feelings of defensiveness, instead becoming critical of ways in which defensiveness and resentment signified the effects of white racism on their own beliefs and actions. Discussions were conducted in trusting, nonjudgmental environments. One of the teachers explored the thoughts and beliefs of three white student teachers who completed their student teaching in a predominantly Mexican-American school. The other teacher assigned her white student teachers to tutor English language learners in a local public school. Overall, student teachers tended to be eager to share their views on these normally taboo subjects. They were able to develop a more neutral and responsibility-centered language with which to discuss race. They also began to see how their racism affected the children of color they taught. (Contains 82 references.) (SM)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A