Abstract
This article describes a multicultural instructional activity used within a Master's of Teaching program in the Northwest to engage pre service teachers in critical self-reflection concerning their undestanding of the historical construction of race in the United States of America. The goal of the instructional project was for participants to become aware of their racial dispositions and biases, and consider how teachers' perspectives influence theaching and learning. The instructors-researchesr used theree films within the series, Rce: The Power of an Illusion, as curriculum to engage pre service teachers in critical self-reflection concerning the issues of race. The article describes the teaching strategy, narrative data collection, and critical narrative analysis. Using Critical Race Theory (CRT), the authors provide a critical narrative analysis of the pre service teachers' reflections on viewing the films.
Keywords: race, social class, critical teaching
How to Cite:
Bryant, L. C., Moss, G. & Zijdemans Boudreau, A. S., (2015) “Race Dialogues in Teacher Preparation: Beginning the Conversation”, International Journal of Critical Pedagogy 6(2).
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