New Race-Evasive Research on White Teacher Identities: New Approaches, Conceptual Refinements, and Paradoxes

• In Event: 33.080 - Poster Session 6
  In Poster Session: 33.080-1 - Innovative Approaches to Challenges in Teacher Education

Abstract

The purpose of this literature review is to advance White teacher identity studies for developing White teachers’ cultural competencies and critical teaching in the present moment. Part of a larger literature review analyzing fifty six (N=56) research articles on White teacher identity over the last decade, this literature review uses the methodology of synoptic rendering to provide an analysis of thirteen (n=13) studies focusing exclusively on White teachers’ race-evasive identities. This subset (n=13/56) of research studies reveals important new directions in White teacher identity studies including: new epistemological-methodological directions, increased researcher reflexivity, new conceptual refinements, and paradoxes. Overall, this literature review drives at new research- and pedagogical-discussions informing the preparation of White teachers for cultural competence and critical teaching.

Authors

• Alisa Gay Leckie, The University of Arizona

• James C. Jupp, Georgia Southern University