Whiteness at Work in Learning to Teach Science in Justice-Oriented Ways

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Disrupting Whiteness in Practice (Table 37)

Abstract

Whiteness is a persistent problem in education. In teacher education, there are new calls to address white supremacy and to prepare teachers to be more justice-oriented. This paper is a response to those calls. By examining a teacher learning context that was intended to support teachers in adopting more justice-oriented curriculum and teaching practices, we describe how whiteness mattered in the learning of the teachers. Through our analysis we show how white supremacy was reified and resisted. Ultimately, this paper adds to the ongoing conversations about justice in teacher education by demonstrating the persistence of white supremacy in teacher education and illustrating theoretical and practical ways teacher educators can address white supremacy in teacher education.

Authors

• Jonathan McCausland, Iona University

• Kathryn M. Bateman, Pennsylvania State University - Harrisburg