Long Ago and Far Away: Preservice Teachers’ (Mis)Conceptions Surrounding Racism

Melissa Beth Wilson, Tracey Kumar


This study examines a large data set of preservice teachers’ definitions of racism at the beginning and at the end of a teacher training program in the Southeastern United States. Using the methodology of Critical Content Analysis that is grounded in Critical Race Theory, the authors found that the majority of the definitions illustrate a removed, passive, and old-fashioned conception of racism indicative of reluctance on the part of both preservice teachers and their university trainers to grapple with the historical and cultural context of the geographical area as well as to acknowledge the systemic nature of racism.


Critical Race Theory; Critical Content Analysis; teacher education, racism, preservice teacher

Full Text:


DOI: http://dx.doi.org/10.18251/ijme.v19i2.1346

Copyright (c) 2017 International Journal of Multicultural Education