Search results for: McDonough Kathy

In this article, the author asserts that critical racial consciousness is cultivated by context and performed—and often performed differently in different settings. The author considers the ways in which a White first-year teacher performs critical racial consciousness in the context of her urban fifth-grade classroom. The findings of this study fall into three themes—racial identity reflection, awareness of inequity, and challenges to engagement. The author asserts that “discourses of possibility” related to White racial consciousness can be encouraged in teacher preparation courses. The author concludes the article with implications for preservice teacher education and in-service teacher development.