Affiliation:
1. University of Delaware, USA
Abstract
This chapter describes a critical self-study conducted by teacher educators as they taught and learned with their students about race and its impact on education. Responding to calls for more research on social justice-focused pedagogy, the chapter seeks to help teacher educators consider how to build racial literacy in their teacher candidates. Despite the enduring significance of race and the disparities that exist between the experiences of white students and those of racially minoritized students, teacher candidates are often under-prepared for understanding the impact of race and racism or for knowing how to address it in their future classrooms. The responsibility for building skills and understanding related to race and education falls squarely on the shoulders of teacher educators, and this self-study shows one model for centering that work.
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