Critical Examination of Preservice Teacher Reflections on Whiteness in a Middle-Level Teacher Education Course

• In Event: Navigating the Complexities of Middle-Level Education

Abstract

This study addresses the need for empirical research on approaches that can promote critical consciousness in middle level teacher candidates (Mertens, et al., 2017), while also addressing a gap in middle level teacher education (MLTE) scholarship focused on critical whiteness studies. The preliminary findings affirm that the MLTE classroom can be a productive space for preservice teachers (PSTs) to critically reflect on whiteness. In addition, they also illuminate patterns of resistance and growth in PST reflections and offer several insights into how course decisions can undermine or promote opportunities for critical reflection on whiteness.

Author

• Jessica DeMink-Carthew, University of Vermont