Midwest nice and whiteness: Poetic exploration of geographical psychology influences on preservice teachers in the United States

Abstract

Racial turmoil and subsequent Black Lives Matter protests across the United States in 2020 heightened awareness of systemic racism for preservice teachers. Thus, for teacher educators, understanding how geographical psychology can impact preservice teachers is vital to socially just, antiracist teacher education. This article explores through poetic inquiry: 1) if and how preservice teachers see systemic racism relating to themselves; 2) how preservice teachers use “Midwest Nice” as coping mechanisms when confronting emotional issues such as systemic racism; and 3) analysis of preservice teachers’ teacher identity relating to systemic racism and the implications of whiteness with/in teacher preparation.