White shame and white ambivalence in learning to be a well‐started White anti‐racist science teacher

Abstract

AbstractThis is a study intended to address white supremacy in science education. To accomplish this, we describe how one White intern, Boaz, learned to teach science in anti‐racist ways. By detailing how whiteness mattered in his learning to teach, we demonstrate that whiteness is potentially constant in White peoples' learning to teach science in anti‐racist ways. However, we conclude by suggesting that critical whiteness ambitious science teacher education, a merging of critical whiteness pedagogy with practice‐based science teacher education provides a potential way to address the presence of whiteness in science teacher education.