(De)Coded Discourse: A Critical Race Discourse Analysis of Teacher Educators' Construction of Race Through Language

• In Event: 77.058 - MTCC Roundtable Session 36
  In Roundtable Session: 77.058-3 - (De)Coding Discourses of Teacher Education

Abstract

This study focuses on ten graduate students and their experiences both during and after a Critical Pedagogy doctoral seminar. Building on previous research related to students’ learning in the seminar, we utilize critical race discourse analysis (CRDA) to examine how these students, most of whom will become teacher educators, discuss race and racism. This critical race discourse analysis has important implications for the doctoral level teacher educator preparation. We found that these doctoral teacher-educators espouse both colormute language and color-blind racism when discussing race and racism. We contend that the language of participants both reflects and reifies color-blind racism and provides evidence for its permanence.

Authors

• Tianna Dowie-Chin, University of Florida

• Matthew Paul Cowley, University of Florida

• Brittney Castanheira, University of Florida