Challenging Conceptualizations of White Privilege

• In Event: Poster Session 2
  In Poster Session: Analyzing In-Service and Preservice Teachers’ Knowledge, Identities, and Agency

Abstract

The purpose of this paper is to present findings from a case study that was conducted in a public school in Ontario with six in-service teachers when challenged with white privilege. It examines how such conceptualizations guide and translate into pedagogical practices that may be hindering inclusive education and equitable education for all students.

Author

• Patricia L. Briscoe, Brock University