Abstract
In support of the special issue of Whiteness and Education, ‘White Scholars Working against Whiteness’, the author approaches the research question: What learning is needed for White teachers’ race-visible teaching? Through a topical life history reflection adding to second-wave White teacher identity studies, the author narrates racialised curriculum recoding of cherished knowledge as one component of teacher education instructors’ work with White preservice and in-service teachers. Providing this narrative, the author recounts the creative-destruction of his own cherished knowledge of ‘the radicalism of the American Revolution’. In the discussion and conclusion, the author discusses implications of racialised curriculum recoding for race-visible teaching in teacher education.
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