25 Years of Race-Evasive Literature on White Teacher Identity

• In Event: 30.080 - Roundtable Session 10
  In Roundtable Session: 30.080-11 - Race Within and Around Professional Development: Teachers, Identity, and Efficacy

Abstract

The purpose of this literature review is to analyze twenty five years of race-evasive White teacher identity studies. We use the methodology of synoptic rendering (Pinar, 2006) to provide an analysis of forty four (n = 45) studies focusing exclusively on White teachers’ race-evasive identities which narrate the trajectory of race-evasive White teacher identity studies over the last twenty five years. From our analysis of these research studies, we explicate the development of the following themes: silence and invisibility, resistance and active reconstruction of privileges, influences of ideological contexts, and the paradoxes of race visibility within race-evasive identities. Overall, this literature review drives at new critical and sociological insights on race-evasive White teacher identities that inform teaching and teacher education.

Authors

• Alisa Leckie, Georgia Southern University

• James C. Jupp, University of Texas Rio Grande Valley