Abstract
This research explores White teachers’ reflections around race talk, surfacing their interests in engaging students in conversations about race as well as their hesitations. The five participating teachers had volunteered for a unique program that connected classrooms in urban de facto segregated schools for the enactment of common projects. Race talk can be an important component of such multiracial programs, yet the participating teachers expressed ambivalence, or conflicting ideas, about the value of race talk and how to engage all of their students in it. The paper analyzes their ambivalence and concludes with recommendations for teacher educators.
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