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In training future educators, there have been efforts made to engage preservice teachers in antiracist pedagogy, and to find ways to challenge their beliefs about race. It is clear, or should be, that confronting white privilege is vital, especially when we consider that most preservice teachers are young, white women from middle or upper-class backgrounds, who will be teaching increasingly diverse student populations. Still, the evidence shows that the many of the teachers who are graduating from these programs are leaving with their white privilege and “white racial knowledge” firmly in place. In this article, the authors engage in qualitative research into their own practices of antiracist pedagogy, through the use of focus group data and self-study data. The research was conducted during an intensive-licensure and M.Ed. program at a northeastern university, which is largely run and attended by white women.
The authors, who believe in the importance of “race work,” believe that not only preservice teachers, but teacher educators must confront the realities of race and racism in our country. This means looking at their own complacency and perpetuation of the systems that continue to oppress people of color. Through their study, the authors came to the conclusion that their “beliefs and practices perpetuated and reinforced white-racial knowledge in the following ways: (a) We affirmed white non-participation, and (b) we silenced talk, missing opportunities to address or interrupt racism in the teacher education context” (229). In response to this finding, they argue that teacher educators need to do more to make sure they are interrogating their own beliefs and practices. Without such work, white teacher educators will be unable to provide a space where “white racial knowledge” can be effectively challenged.
One of the most interesting things to me in reading this article was to see these women, who clearly desire to confront white privilege, honestly recognizing their failure. Perhaps the most important thing they offer is this modeling of the need for white people to be honest about our own complicity with racist systems, and the difficulty of working against beliefs and practices that are deeply ingrained. Many teachers bring completely unacknowledged racial beliefs and practices into the classroom, but even those who are actively concerned with “race work,” must continuously critique and challenge their own beliefs and practices. If we do not consistently work to disrupt our own thinking and actions, we will ultimately do serious harm to our students, both students of color and white students.
With that in mind, I found myself wondering how much a teacher education program, which is majority white, can legitimately do to confront “white racial knowledge,” or racism more generally. How possible is it to challenge “white racial thinking” from within institutions that are deeply rooted in white priviledge? How successful is antiracist pedagogy when carried on in majority white settings? Can you really confront issues of power in the abstract?
One other thing I found interesting in this article was the reality that all three of the teacher-educator-researchers were white women. It seems somewhat significant, in the midst of discussion about whiteness and power, that all of the people in power are white. I was surprised not to find any discussion of this in the paper, either as a limitation or in the section on recommendations (outside of acknowledging the need to recruit more teacher educators of color).
Chris, you chose a very important part of the article to highlight, related to confronting the personal biases inherent in ourselves. Self-reflection is essential to both conducting action-research and teaching well. As educators, our unintended racism is hard to grapple, yet it should be something on which we all reflect. Chris, you also ask excellent questions about the effectiveness of antiracist pedagogy in institutions that are heavily white and heavily privileged. I agree with what you said about this being an issue that U of R’s Teacher Licensure Program should consider addressing. In this program I took only one course on “Diverse Learners,” and this course focused more on learning differences than issues of race and privilege. But, your questions especially hit home for me as I think about my personal teaching role. I am a white woman, teaching at a school that is 5 minutes away from the home in which I grew-up and the neighborhood in which I now live. Furthermore, I teach all female students, who are predominately white, and many are from my same area of town. Most members of my middle school faculty are also white women. Therefore, I think I am in a teaching situation that is especially at risk for the issues highlighted in this article. Outside of my U of R program, I am trying to take action to learn more about how I can tackle issues of white privilege in my classroom. I joined the faculty Inclusion Group where I work. In the spring, I attended a full day training program at the Virginia Center for Inclusive Communities (VCIC) with teachers from all around the Greater Richmond Area. Tomorrow, I am attending a VCIC luncheon with speakers discussing: How to address difficult topics in the classroom? I hope that I am doing and will continue to do my part to be honest with myself and expand my worldview.
Chris, I agree with Rachel that you brought out a very important aspect of this article. I agree with the authors that this is a critical topic to explore and an area in which much work and growth needs to take place. However, I echo your concerns regarding the fact that all three authors were white and in power as well as the degree to which white dominated institutions can legitimately confront racism. Being a white middle-class female, I myself cannot say that I know enough about this topic or that I have a thorough and accurate understanding of my personal racial beliefs and practices. I do not view myself as racist but growing up as a white female in a suburban middle-class area with many opportunities afforded me I am sure that there may be beliefs or practices that I am unconscious of. I do think that confronting whiteness and racism is very important and thus worthy of much time and effort, but I think it is only possible if we involve those who have first hand experience with racism and those who have truly taken the time and effort necessary to understand their underlying beliefs and practices. Hard, uncomfortable, and messy conversations are going to be had. Racism is ugly, and therefore the work to recognize it and confront it is not going to be clean and pretty. People need to realize this and be ok with it before real change can happen.
Chris, you bring up great questions. I commend the authors for looking at a topic that is very prevalent in today’s society. Rachel and Lindsey for sharing your stories. I too represent who the article discusses. I am a white female and grew up in a predominately white town and now I am teaching in an all girls setting where it predominately white. Majority of the students at the school come from upper middle class/ upper class homes. It is not secret that a mission at our school is to create a diverse culture for students and teachers. Rachel is great example of teachers at my school trying to make a change! Going to professional development, joining committees and learning more so they can support their students is a wonderful to become more educated on this topic.
Currently I am in a class that address leadership in a global context. I personally am exploring the cultural diversity at my school and how we can change it. It has been interesting interviewing administrators and viewing different statistics to have a stronger understanding the diversity now at our school and our school’s plan.
To ago off of your point Chris, I think that awareness is a beneficial way teachers can begin to change and confront this “white practice.” Conversations with faculty but also with students can help create change and awareness. I also agree with you Lindsey, we need to have conversations with people who have experienced racism. I think you bring up a valid point that this can help us have a better understanding of what we need to address and what changes we need to make as teachers.
Chris, I enjoyed reading your reflection, as well as reading Rachel, Lindsey, and Madeline’s comments. I also would like to say that I really appreciate that Dr. Laursen assigned us this article. While this topic may seem “uncomfortable” or something people may want to avoid, in my opinion it is arguably one of the most important conversations to be had, especially considering that we are working in a field with an increasingly diverse student body, yet those in charge are still predominantly white. That being said, I agree with you Chris that probably the most important thing discussed in the article was the need for white people to acknowledge this issue. Nothing makes me more frustrated than hearing someone deny their white privilege. I also deeply sympathize with your concern over how much a majority white teacher education program can do to confront “white racial knowledge.” While I see the value in awareness and dialogue on the topic, I also feel deeply concerned with the paradox of deeply rooted white institutions addressing race. I think an equal amount of our attention, if not more, needs to be paid to reflecting on how deeply rooted white institutions can evolve to be more of a reflection of the increasingly diverse nature of our nations student body.