Describes how a group of white female student teachers examined
their "whiteness" and developed ways of thinking critically about
race and racism in educational practice.
Mclntyre describes how a group of white middle- and
upper-middle-class female student teachers examined their
"whiteness" and how they, as current and future educators, might
develop teaching strategies that aim to disrupt and eliminate the
oppressiveness of white privilege in education. The group analyzed
ways of making meaning about whiteness and thinking critically
about race and racism, and explored how racial identity is
implicated in the formation and implementation of teaching
practices.
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