Abstract
A critical concern in preparing teachers for urban schools is helping them make sense of race, identity and racism in schools. Teacher education programs struggle with how to address these issues in classes of primarily White students. Through a document analysis, the present study highlights how teacher educators can use narrative – particularly autobiographies – to help understand the racial and cultural consciousness of White teachers. Narrative construction provides a method to highlight how White teachers understand their identities and how Whiteness functions in society. Places of resistance, and stories yet untold, are also explored as a teacher educator looks to refine her own practice.
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