Abstract
ABSTRACTThis study examined the race talk of teacher education students in the context of colorblind ideology. Analysis revealed five integrated themes: (1) racial socialization; (2) feeling and dealing with race talk; (3) abstract liberalism; (4) the pitfalls of good intentions; and (5) institutional challenges. The findings pushes the field to consider (1) a more comprehensive understanding of colorblind ideology; and (2) implications for teacher education programs.
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