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

Authors

DOI:

https://doi.org/10.18251/ijme.v19i2.1346

Keywords:

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

Abstract

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.

Author Biography

Melissa Beth Wilson, Leeds Trinity University

I am currently working at Leeds Trinity University as a lecturer of Primary Edcuation in the Institute of Childhood and Education.

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Published

2017-06-29

How to Cite

Wilson, M. B., & Kumar, T. (2017). Long Ago and Far Away: Preservice Teachers’ (Mis)Conceptions Surrounding Racism. International Journal of Multicultural Education, 19(2), 182–198. https://doi.org/10.18251/ijme.v19i2.1346

Issue

Section

Praxis Articles (Peer-reviewed)