Search results for: Rogers Rebecca

Set in the context of a teacher education program, this study examined how three White pre-service teachers participate in book club discussions of children’s literature. The analysis illustrates that the participants held two questions, what constitutes racism and what makes a person a White ally, without firm resolution in the form and function of their talk. Their discourses illustrate that racial literacy involves what teachers say and also a willingness to stand in the space of indeterminacy, which may create space for new social positions.