The Responsibilities of White Teacher Candidates and Teacher Educators in Developing Racial Literacy

• Published in: Multicultural perspectives (Mahwah, N.J.) Vol. 20; no. 4; pp. 240 - 246
• Main Authors: Flynn, Jill Ewing, Worden, Lynn J., Rolón-Dow, Rosalie
• Format: Journal Article
• Language: English
• Published: Philadelphia Routledge 02-10-2018; Routledge, Taylor & Francis Group
• Subjects: Anxiety; Barriers; College Faculty; Cultural Awareness; Early Childhood Education; Educational Strategies; Elementary School Teachers; Equal Education; Literacy; Minority Group Students; Pedagogy; Preschool Teachers; Preservice Teachers; Race; Racial Bias; Secondary School Teachers; Social Attitudes; Teacher Attitudes; Teacher Characteristics; Teacher education; Teacher Educators; Teacher Responsibility; Teachers; Whites
• ISSN: 1521-0960; 1532-7892
• DOI: 10.1080/15210960.2018.1527156

This article aims to help teacher educators consider how to build racial literacy in their White teacher candidates, providing guidance through pedagogical strategies and approaches based on our and others' research. In addition, much of the pedagogy that we developed in working with our White teacher candidates can be translated to teachers working with White students at other levels, and it can also help teacher educators develop their own racial literacy.