2019/10/07 by Amber Jean-Marie Pabon, Vincent Basile
Social Sciences · #Critical Race Theory in Education #Educator Training and Historical Pedagogy #Teacher Education and Leadership Studies
paper · doi:10.1080/00131946.2019.1674312
crossref issued 2019/10/07 · crossref published 2019/10/07 · crossref published-online 2019/10/07 · openalex publication_date 2019/10/07 · crossref created 2019/10/07 · crossref published-print 2019/11/02 · crossref deposited 2024/07/24 · openalex created_date 2025/10/10 · crossref indexed 2026/07/28 · openalex updated_date 2026/07/29
Several educational researchers have critiqued the increasing marginalization of foundations coursework in teacher education programs within the United States. Situated within a teacher certification program at a Predominately White Institution without foundations courses, this self-study examined an English methods course designed to address this curricular gap and prepare candidates to teach racially and culturally diverse students attending urban schools. Through a conceptual framework grounded in critical race theory, interpretive analysis of student work relative to course material evidenced a consistent pattern of omitting themes, discussions, and reflection about race and racism. This finding–consistent with the literature on colorblind epistemologies–led me to implications about pedagogy and curriculum in teacher education centered around opportunities for candidates to develop racial literacy in their methods courses and across their programs.