What is it about?
There is a need for White teachers to turn the racialized lens away from implied deficits of students of Color in the "achievement gap" frame and toward the ways their own racial identity is showing up in their classrooms. This article offers 6 areas of self-work that White teachers can take up to further their efforts toward anti-racist praxis.
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Why is it important?
Rather than solely focusing on the ways that White teachers struggle to effectively address race in their classrooms (as is present in much of the literature on White teacher identities), this article offers tangible ways for White teachers to explore their identity and community collaboration in an effort to create more racially just schools.
Perspectives
As a White person and a former teacher in an urban school where I only taught students of Color, I wish I had tools for more critically and deeply addressing how Whiteness was showing up in my teaching. Thus, this article pairs auto-ethnographic reflection from myself and my co-author with the stories of White teachers from an urban district to offer some of those tools.
Jamie Utt
University of Arizona
Read the Original
This page is a summary of: White Teacher, Know Thyself: Improving Anti-Racist Praxis Through Racial Identity Development, Urban Education, May 2016, SAGE Publications,
DOI: 10.1177/0042085916648741.
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