White Teacher Candidates' Motivation and Resistance During Race-Related Transformative Activities

• In Event: AERA Roundtable Session 1
  In Roundtable Session: Antiracism in Teacher Education: Preparing Teachers to Confront and Realize Justice Commitments

Abstract

Aligned with the AERA 2022 theme, we advance existing teacher education literature by taking a closer look at white teacher candidates’ motivation and resistance during transformative teacher education activities about race and racism. Specifically, we explore varied levels of willingness to engage in, and the complexities inherent in, experiences during race-related learning activities. We find that motivation and resistance are commonly experienced during race-related learning, and at times, simultaneously. The resulting tension may affect what and how white teacher candidates learn about racially equitable teaching practices. Such findings importantly inform teacher educator efforts to prepare white teacher candidates to enact racially equitable teaching in their future classrooms.

Authors

• Alyssa Parr, University of Minnesota - Twin Cities

• Shana E DeVlieger, University of Pittsburgh

• Cameron Cesare, University of Pittsburgh