This article discusses the perceptions of in-service teachers on racial and cultural bias. Teachers were enrolled in a master’s degree program centering on social justice, critical reflection, and the creation of democratic classrooms. The program incorporates arts integration, reflective practice, and work is done on deconstructing White privilege. There is evidence of transformation over the 2-year period—teachers enter the program denying connection to bias, a year later they are willing to consider that they are biased. By the time the program is over, they believe that they have surpassed society and wish to work toward deconstructing privilege.
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