A Critical Pedagogy of Race in Teacher Education: Response and Responsibility

Abstract

Our chapter focuses on issues that locate the lived and constructed nature of race at the center of any enactment of critical pedagogy. We have been tested in our efforts to help students understand and work to counteract the institutional, systemic nature of white privilege. Some of our preservice teachers rely on color-blind discourse, often for complex reasons. Others see race as a problem to be solved rather than something they themselves are implicated in or embody. And still other preservice teachers struggle to translate their intellectual knowledge of racism into concrete classroom practices.