In this article, the author considers the ways in which a White first-year teacher performs critical racial consciousness in the context of her urban fifth-grade classroom. The process of critical racial consciousness engagement is complex as well as understudied outside of preservice courses. The findings of this study fall into three themes—racial identity reflection, awareness of inequity, and challenges to engagement—and demonstrate that most of the ways in which this teacher engages in critical racial consciousness are subtle. The author asserts that “discourses of possibility” related to White racial consciousness can be encouraged in teacher preparation courses and concludes the article with implications for preservice teacher education and in-service teacher development.
Alcoff, L. ( 2006). Visible identities: Race, gender and the self. New York: Oxford University Press.
2.
Amobi, F. ( 2007). The message or the messenger: Reflections on the volatility of evoking novice teachers’ courageous conversations on race. Multicultural Education, 14(3), 2-7.
3.
Anderson-Levitt, K. ( 2006). Ethnography. In J. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in educational research (pp. 279-295). Mahwah, NJ: Lawrence Erlbaum.
4.
Arce, J. ( 2004). Latino bilingual teachers: The struggle to sustain an emancipatory pedagogy in public schools. International Journal of Qualitative Studies in Education, 17(2), 227-246.
5.
Bonilla-Silva, E. ( 2001). White supremacy and racism in the post-civil rights era . Boulder, CO: Rienner.
6.
Brandon, L. ( 2006). On dysconsciousness: An interview with Joyce E. King . Educational Studies, 40(2), 196-208.
7.
Brown, M., Carnoy, M., Currie, E., Duster, T., Oppenheimer, D., Shultz, M., & Wellman, D. ( 2003). White-washing race: The myth of a color-blind society . Berkeley: University of California Press.
8.
Butler, J. ( 1999). Gender trouble: Feminism and the subversion of identity . New York: Routledge.
9.
Cochran-Smith, M. ( 1995). Uncertain allies: Understanding the boundaries of race and teaching. Harvard Educational Review, 65(4), 541-570.
10.
Cochran-Smith, M., Davis, D., & Fries, K. ( 2004). Multicultural teacher education: Research, practice, and policy. In J. Banks & C. M. Banks (Eds.), Handbook of research on multicultural education (pp. 931-975). San Francisco: Jossey-Bass.
11.
Delgado, R., & Stefancic, J. ( 2001). Critical race theory. New York: New York University Press.
12.
Duncan-Andrade, J. ( 2004). Toward teacher development for the urban in urban teaching . Teaching Education, 15(4), 339-350.
13.
Emerson, R., Fretz, R., & Shaw, L. ( 1995). Writing ethnographic fieldnotes. Chicago: University of Chicago Press.
14.
Fairclough, N. ( 2001). Language and power (2nd ed.). London: Longman.
15.
Florence, N. ( 1998). bell hooks’ engaged pedagogy. Westport, CT: Bergin & Garvey.
16.
Flores, M. ( 2007). Navigating contradictory communities of practice in learning to teach for social justice. Anthropology and Education Quarterly , 38(4), 380-402.
17.
Foucault, M. ( 1972). The archeology of knowledge. New York : Pantheon.
18.
Freire, P. ( 1973). Education for critical consciousness. New York: Seabury.
19.
Gay, G., & Kirkland, K. ( 2003). Developing cultural critical consciousness and self-reflection in preservice teacher education. Theory Into Practice, 42(3), 181-187.
20.
Gordon, J. ( 2005). Inadvertent complicity: Colorblindness in teacher education . Educational Studies, 38(2), 135-153.
21.
Gutierrez, K., Rymes, B., & Larson, J. ( 1995). Script, counterscript and underlife in the classroom: James Brown vs. Brown and the Board of Education. Harvard Educational Review, 65(3), 445-471.
22.
Helms, J. ( 1990). Black and White racial identity: Theory, research and practice. New York: Greenwood.
23.
Hollins, E., & Guzman, M. ( 2005). Research on preparing teachers for diverse populations . In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education: The report of the AERA Panel on Research and Teacher Education (pp. 477-548). Mahwah, NJ: Lawrence Erlbaum.
24.
hooks, b. ( 1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
25.
Howard, T. ( 2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory Into Practice, 42(3), 195-202.
26.
Howard, T. ( 2004). "Does race really matter?": Secondary students’ constructions of racial dialogue in the social studies. Theory and Research in Social Education, 32(4), 484-502.
27.
Jennings, L., & Potter Smith, C. (2002). Examining the role of critical inquiry for transformative practices: Two joint case studies of multicultural teacher education. Teachers College Record, 104(3), 456-481.
28.
King, J. ( 1991). Dysconscious racism: Ideology, identity, and the miseducation of teachers. Journal of Negro Education, 60(2), 133-146.
29.
Kozol, J. ( 2005). The shame of the nation: The restoration of apartheid schooling in America. New York: Crown.
30.
Ladson Billings, G. ( 1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159-165.
31.
Lea, V. ( 2004). The reflective cultural portfolio: Identifying public cultural scripts in the private voices of student teachers. Journal of Teacher Education, 55(2), 116-127.
32.
Lewis, A. ( 2001). There is no "race" in the schoolyard: Color-blind ideology in an (almost) all-White school. American Educational Research Journal, 38(4), 781-812.
33.
Marx, S. ( 2006). Revealing the invisible: Confronting passive racism in teacher education. New York: Routledge .
34.
McIntyre, A. ( 1997). Making meaning of Whiteness: Exploring racial identity with White teachers. Albany: State University of New York Press.
35.
Milner, H.R. ( 2003a). Reflection, racial competence, and critical pedagogy: How do we prepare pre-service teachers to pose tough questions?Race Ethnicity and Education, 6(2), 193-208.
36.
Milner, H.R. ( 2003b). Teacher reflection and race in cultural contexts. Theory Into Practice, 42(3), 173-190.
37.
Nieto, S., Bode, P., Kang, E., & Raible, J. ( 2008). Identity, community, and diversity: Retheorizing multicultural curriculum for the postmodern era. In F. M. Connelly, M. F. He, & J. Phillion (Eds.), The Sage handbook of curriculum and instruction (pp. 176-197). Thousand Oaks, CA: Sage.
38.
Oakes, J. ( 2005). Keeping track: How schools structure inequality (2nd ed.). New Haven, CT: Yale University Press.
39.
Rothenberg, P. ( 2005). White privilege: Essential readings on the other side of racism. New York: Worth.
40.
Sleeter, C. ( 1995). White preservice students and multicultural education coursework. In J. Larkin & C. Sleeter (Eds.), Developing multicultural teacher education curricula (pp. 17-30). Albany: State University of New York Press.
41.
Sleeter, C. ( 2000). Multicultural education, social positionality, and Whiteness . In E. Duarte & S. Smith (Eds.), Foundational perspectives in multicultural education (pp. 118-134). New York: Longman.
42.
Sleeter, C. ( 2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of Whiteness. Journal of Teacher Education, 52(2), 94-106.
43.
Sleeter, C., Torres, M., & Laughlin, P. ( 2004). Scaffolding conscientization through inquiry in teacher education. Teacher Education Quarterly, 31(1), 81-96.
44.
Solomon, P., Portelli, J., & Daniel, B. ( 2005). The discourse of denial: How White teacher candidates construct race, racism and "White privilege."Race Ethnicity and Education, 8(2), 147-169.
45.
Solorzano, D., & Yosso, T. ( 2001). From racial stereotyping and deficit discourse toward critical race theory. Multicultural Education, 9(1), 2-8.
46.
Tatum, B. ( 1997). Why are all the Black kids sitting together in the cafeteria? And other conversations about race. New York: Basic.
47.
Taylor, M. ( 1976). Roll of thunder, hear my cry. New York: Dial.
48.
Terrill, M., & Mark, D.L.H. ( 2000). Preservice teachers’ expectations for schools with children of color and second-language learners. Journal of Teacher Education, 51(2), 149-155.
49.
Trent, S.C., Kea, C.D., & Oh, K. ( 2008). Preparing preservice educators for cultural diversity: How far have we come? Exceptional Children, 74(3), 328-350.
50.
Vavrus, M. ( 2002). Transforming the multicultural education of teachers: Theory, research and practice. New York: Teachers College Press.
51.
Willis, A., Montavon, M., Hunter, C., Hall, H., Burkle, L., & Herrera, A. ( 2008). On Critically conscious research: Approaches to language and literacy research. New York: Teachers College Press.
