Dismantling the Dysconsciousness of Reading Whitely: A Post-Intentional Phenomenological Study of Preservice Teacher Reading Experiences

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 1
  In Roundtable Session: Disrupting Dysconsciousness and Promoting Equity: Exploring Gender, Race, and Critical Care in Teacher Preparation Programs (Table 11)

Abstract

This paper shares the initial findings of a post-intentional phenomenological study exploring dysconscious (King, 1991) understandings of dominant reading experiences of preservice teachers, the phenomenon of reading whitely. Dysconsciousness developed through dominant reading experiences is both implicitly and explicitly shaped by hegemonic norms, especially regarding literature for young people. Given that literature is an important pedagogical tool in classrooms and teacher preparation programs (Gebhard, 2006; Hoewisch, 2000), it is crucial to disrupt this dysconsciousness in preservice educators. The study considers both the phenomenon of reading whitely and the potential impact of teacher educator pedagogies purposely designed to work toward social change and the pursuit of just education.

Author

• Sara K. Sterner, California State Polytechnic University - Humboldt