A purpose of this dissertation is to understand how pre-service teachers locate and problematize their whiteness within teacher education programs. This dissertation studied and attempted to locate these curricular "interventions" by analyzing selected teacher education program curricula, interviewing pre-service education students and their teachers in UNCG ELC 381 and interrogating the researcher's positionality as a white student/scholar/researcher through a critical autoethnography. Employing a feminist and post-formalist framework, the researcher looked for self-reflective practices within teacher education curricula, opportunities to unlearn and examine student intentions, how teacher education programs can construct and facilitate the point of intervention and how these interventions are sustained towards an ongoing critical self-reflective practice. The research revealed limited opportunities for critical self-reflection of white pre-service teachers, thereby maintaining the status quo. Through a deeper examination of "ruptures" within the curriculum and through the critical autoethnography, the researcher proposes a move towards a pedagogy of conocimiento, in the tradition of Gloria Anzaldua, to sustain initial confrontations of whiteness and inform the practice of anti-oppressive educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]