Abstract
This descriptive case study explores how on cohort of 17 White elementary preservice teachers examined counter-narratives of racism and Whiteness in selected documentary films using a historical inquiry approach. Findings indicate that by joining documentary film and historical inquiry in elementary social studies education, teacher educators can foster preservice teachers׳ engagement with perspective recognition while developing historical content knowledge. This study also documents White preservice teachers׳ acceptance of racism and resistance towards unpacking their White privilege and racism as status quo. Implications for using this approach with preservice teachers and the dilemma of White avoidance in social studies education are discussed.
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