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ERIC Number: EJ857639
Record Type: Journal
Publication Date: 2008
Pages: 19
Abstractor: ERIC
Reference Count: 89
ISSN: ISSN-1047-8248
Unlearning Colorblind Ideologies in Education Class
Choi, Jung-ah
Educational Foundations, v22 n3-4 p53-71 Sum-Fall 2008
Critical educators, particularly Critical Race pedagogues, critique colorblind ideology as tantamount to racism because it serves to maintain racial inequality. King (1991), for example, refers to colorblindness as "dysconscious racism" since colorblind ideology sustains and justifies the culture of power. As an attempt to unpack the colorblind model that so many pre-service teachers endorse, the author made the most of her own teaching experience as a teacher educator, reflecting analytically on classroom discussions and student reactions. What she found most vexing was that colorblind ideology seemed so well-intentioned that it was hard to fight against. Apparently, she was not alone: in scholarly journals, she located the stories of a number of teacher educators who struggled to problematize liberal discourse in their classrooms. Also, she collected first-hand interview data by talking with teacher educators (her colleagues) who have taught multicultural issues. These interviews were conducted in a dialogue format rather than as structured, formal interviews, and these dialogues occurred as the interviewed instructors and she casually talked about their dilemmas and quandaries. This study thus incorporates the spirit of the self-study method in the sense that it emerged from her own quandary and that her goal was to improve teacher education practices, including her own. The self-study has gained increasing legitimacy and popularity during the last ten years as a methodological stance in teacher education. From her interviews and scholarly articles, the author gleaned a multitude of information about the colorblind rhetoric that propels pre-service teachers' beliefs on education and race. In this paper, the author identifies and details the ideological constructs of colorblind rhetoric. These constructs are: the apprenticeship model, the nationalistic/assimilationist stance, the deficit perspective, meritocratic belief, and the neoliberal/postmodernist framework.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A