Abstract
ABSTRACT As a social studies teacher educator in the United States, it is crucial that I work to better understand myself and my teaching in regard to anti-racism. As a community, we need to study ourselves both as individuals and as programs to better ourselves as teacher educators who care deeply about racial justice, both for our own students and for our students’ students. Using two semesters of data, this self-study looks critically at the ways in which the white social contract and my own socialization impact how I do and do not teach against racism in my early childhood social studies methods course.
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