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Abstract

As investigations illustrate how deficit and racialized ideologies materialized within teacher education programs in the United States, there is a need to understand further how whiteness is constructed, learned, and maintained. Through a raciolinguistic ideology perspective, this case study presents how a teaching practicum reinscribes, normalizes, and makes invisible whiteness and raciolinguistic ideologies for a White male learning to become a teacher within an urban emergent school in the Midwest. This study argues that more structural support in the form of guided critical reflection is needed throughout pre-service teachers’ practicum.

Keywords

pre-service teachers raciolinguistic ideologies teacher training narrative assemblage whiteness

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“ESL Students Can Look White!?”: A Case Study of (Re)Assembled Raciolinguistic Subjectivities and Filtered Ideologies

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