Search results for: Pica-Smith Cinzia
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This article describes three teacher educators’ treatment of antiracist pedagogy. The article combines self-study of teacher educators’ beliefs and practice and focus group research. The authors found that their beliefs and practices perpetuated and reinforced white racial knowledge. Finally, the authors propose three steps toward aggressively, yet tenderly, navigating and interrupting white racial knowledge.
Updated: Jul. 18, 2010