The teacher education classroom -- Framing white privilege in teacher education -- Self-identity and the construction of status -- White-double-consciousness in context -- The shifting self-reflection -- A pedagogy of praxis: theory, practice, and the future -- Afterword -- Appendices -- Bibliography -- About the author.
Summary:
"The complicated relationship between preservice teachers, teacher education instructional practices, and White privilege is examined in this phenomenological study, suggesting that a sense of self and pedagogical wholeness are needed for preservice teachers to become capable educators who will provide the appropriate environment and support their students will need"-- Provided by publisher.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.