ePortfolios, Race, and Teacher Education

• In Event: CLT - Technology, Race and Social Justice in Schools

Short Description

This paper reports on an analysis of White prospective teacher ePortfolio reflections using the theoretical framework of critical race theory (CRT). Results indicate that institutional racism and individual practice interact and reinforce each other (a) Most of the White prospective teachers did not see the existence of racism or distance themselves from the issue of race by stating they are not racist (b) Prospective teachers reinforced institutional racism in their classrooms not necessarily realizing it.

Authors

• Michael K Thomas, University of North Carolina Charlotte

• Katrina Liu, UNLV