2020/01/20 by Niral Shah, Justin A. Coles · 1 citation
Social Sciences · #Critical Race Theory in Education #Educator Training and Historical Pedagogy #Teacher Education and Leadership Studies
paper · doi:10.1177/0022487119900204
crossref issued 2020/01/20 · crossref published 2020/01/20 · crossref published-online 2020/01/20 · openalex publication_date 2020/01/20 · crossref created 2020/01/21 · crossref published-print 2020/11/01 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · crossref indexed 2026/07/28 · openalex updated_date 2026/07/29
Race-focused teacher education has centered on changing preservice teachers’ racial beliefs and attitudes. In this article, we build on this work by exploring how preservice teachers identify and address issues of race and racism in the everyday work of teaching and learning. To conceptualize these processes, we propose the theoretical framework of “racial noticing,” which extends the literature on teacher noticing to the consideration of racial phenomena. Using a comparative case study design, this study focuses on three elementary preservice teachers (two identifying as White, one identifying as Black) with antiracist inclinations. Findings show that they demonstrated generally strong competencies with racial noticing during a mathematics methods course, but that contextual factors influenced shifts in racial noticing during student teaching. We argue that race-focused teacher education centered on noticing the impact of race and racism in learning settings can make the practice of antiracist teaching more tractable for preservice teachers.