Almost 100 years ago, John Dewey advocated for a democratic U.S. educational system, one that echoed the tenets of the U.S. Constitution and achieved an ethical ideal by inviting participation of all students. Yet the U.S. educational system continues to stop short of this goal insofar as students of Color—especially those in urban school districts—disproportionately face obstacles not so encountered by white students.
Purpose/Focus of Study:
If democracy in the United States is characterized by freedom, equality, and liberty, the inherent question is whether these rights are enjoyed in equivalent degrees among all citizens against the context of white nationalist marches, police brutality, racially targeted mass shootings, and racial bias in education and society.
Setting:
Despite historical strides in civil rights, today’s United States has become increasingly racialized and—some would argue—indicative of a neo-fascist climate wherein whiteness and white supremacy prevail.
Subjects:
How does this racial tension manifest in teacher education, a field in which racialized whiteness is already so “overwhelming” and most teacher candidates are white? What is the current state of “democratic” education in the United States given the historical bias against students of Color? Can schools, educators, and advocates achieve Dewey’s democratic ideal?
Research Design:
Using critical race theory and critical studies of whiteness, we theoretically explore a new “constitution” for the state of education, specifically teacher education, in today’s climate to posit whether democratic education can truly exist in the midst of systemic racism.
Conclusion/Recommendations:
We consider examples from within both teacher education and U.S. society writ large to show associations among attitudes, dispositions, and ideologies as aligned with racialized whiteness and then offer more just recommendations for educators attempting to resist racism in order to create a more democratic educational space.
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