“Even Johnny, who should not be included, worked well”: Analysis of Prospective Teachers’ ePortfolio Reflection and Classroom Practice on Racial Issues

• In Event: TED - Exploring Teacher Beliefs and Practice

Short Description

This paper studies prospective teachers’ perception and handling of race in the classroom using the theoretical framework of critical race theory (CRT). Results indicate that prospective teachers tend to replace race with culture and diversity even though they sometimes critique racial discrimination and articulate the importance to teach for equity and social justice. However, when dealing with racially diverse students in their classroom, they tend to return to patterns of segregation and punishment.

Authors

• Katrina Liu, UNLV

• Michael K Thomas, University of North Carolina Charlotte