Search results for: Grosland Tanetha J.
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Digital Storytelling as Racial Justice: Digital Hopes for Deconstructing Whiteness in Teacher Education
This study examines the utilization of digital storytelling by teacher educators of color to pedagogically deconstruct Whiteness in a predominately White, urban-focused teacher education course. The authors argue that digital storytelling is a racially just way of having White teacher candidates self-reflect on their own Whiteness in a multitude of ways. The authors found four ways in which White teacher candidates can reflect on their own Whiteness: (a) ending emotional distancing, (b) debunking colorblindness, (c) engaging emotions, and (d) sharing the burden of race.
Updated: Nov. 08, 2018