Manufacturing Dissent: The New Economy of Power Relations in Multicultural Teacher Education

Katherine Richardson Bruna


This article challenges conventional understandings of White preservice teacher resistance by contextualizing it within the historically-situated pedagogical relations of the multicultural teacher education classroom. It describes the power effects of a cultural mismatch-driven, “critical” reflection approach to the preparation of the White preservice teacher and offers as an alternative a practice of Loving Subversion. In this approach, critical reflection is used not to reinscribe White racist identity but to develop a purposeful sense of White anti-racism. A practice of Loving Subversion is necessary, it is argued, if we are to build genuine capacity among White preservice teachers for effective work with culturally and linguistically diverse students.


White identity, critical reflection, resistance

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