"I'd Need More Time" or "There Was Really No Way I Couldn't Address It": The Formal and Enacted Curricula of Teaching Hate and White Supremacy in Teacher Education Programs

• In Event: Naming Injustice, Confronting White Supremacy: Examining Issues of Diversity in Preservice Teacher Education

Abstract

Research shows that teacher education programs have not adequately addressed hatred and white supremacy. This paper reflects an inquiry into how teacher educators view the relationship between their formal and enacted curricula when addressing hatred and white supremacy with pre-service teachers. Through semi-structured interviews and analysis of syllabi and course materials provided by participants, the findings suggest that teacher educators generally either allowed their formal curriculum to deeply influence their enacted curriculum, or they viewed their formal curriculum as a guide for their enacted curriculum. Their personal philosophies, institutional norms, and career stages inform how they view the relationship between their formal and enacted curricula, and thus affect what their pre-service teachers learn about hatred and white supremacy.

Authors

• Jenna Kamrass Morvay, Miami University - Oxford

• Joni Kolman, California State University, San Marcos

• Laura Vernikoff, Touro College