Search results for: Laughter Judson C.

The findings reported in this article developed from a yearlong study of white preservice teachers (WPTs) engaged in a dialogue circle around issues of race in education. The author was interested to examine the ways preservice teachers are prepared for classrooms that include students’ diverse both amongst their peers and within themselves. The author concludes that many teacher educators engaged in the preparation of WPTs for diverse classrooms may rely on generalized assumptions that will inevitably lead to failure. Instead, teacher educators might recognize each student teacher as diverse both within and across multiple communities.