Looking Inward: Teacher Education and Critical Whiteness Pedagogy

• In Event: Sheraton Roundtable Session Eleven
  In Roundtable Session: Equity, Culture, and Identity in Self-Study (Table 7)

Abstract

Teacher education is under attack, teachers are underprepared to enter increasingly diverse classrooms, and this is happening amidst the confluence of the ongoing COVID-19 pandemic, racial uprisings, and misinformation campaigns. To better understand my place as a white male teacher educator (TE) in the present moment, I conducted a self-study of my teacher education practices (S-STEP). I approach my research through a framework of Critical Whiteness Studies (CWS), guided by two central principles: Whiteness as a racial perspective and Whiteness as a multicentric and complex racial identity. Preliminary findings suggest a Critical Whiteness Pedagogy (CWP) is helpful in the understanding of and reflecting on whiteness.

Author

• Kyle Kendal Harrison-Woods, University of Wisconsin - Madison
  Presenting Author