To “Empower” and “Fight”: White Preservice Teachers' Racial Literacy Development Through Sustained Critical Self-Reflection

• In Event: Necessary Exhaustion: Whiteness, Racism, and the Pursuit of Racial Justice in Schools

Abstract

This study explores racial literacy development of White pre-service teachers (PSTs) through a semester-long critical self-reflection (CSR) writing project embedded in an Educational Psychology class. Researchers analyzed pre- and post- reflections and final papers using qualitative methods. Conclusions include growth among PSTs’ culturally responsive practices in solidarity with students of color, greater PST willingness to interrogate their White identities, and improved use of racial literacy vocabulary. Resistance to development among a few PSTs was also noted. Conclusions suggest five recommendations: directly engage PSTs with structured critical self-reflection activities using racially literate vocabulary; interweave culturally responsive pedagogy throughout teacher education coursework; support PSTs with frequent feedback; direct PSTs to adopt anti-racist teacher mindsets, and explore PST resistance to racial literacy development.

Authors

• Heather B. Cunningham, Chatham University

• Christina M. Ashwin, Chatham University