Abstract
Plyler v. Doe (1982) is a Supreme Court case that affirms legal access to K-12 public schools for undocumented students. Plyler shapes K-12 classrooms wherein teaching and learning occur. However, what happens when preservice teachers are unaware of Plyler and its potential impact on their classroom practices? In this exploratory study, the author investigated potential practice dilemmas as a result of White women preservice teachers’ ignorance about Plyler v. Doe (1982). Analysis found that White women preservice teachers’ professional ignorance could present perceived conflicts between the Plyler’s mandate and their ethical responsibility to serve all students well. Participants identified strategies for resolving the dilemmas. Implications for teacher education are discussed.
Published Version
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