2025/04/15 by Curtis A. Green-Eneix, Curtis Green‐Eneix
Arts and Humanities · Social Sciences · #EFL/ESL Teaching and Learning #Multilingual Education and Policy #Second Language Learning and Teaching
paper · doi:10.1177/00420859251331532
crossref issued 2025/04/15 · crossref published 2025/04/15 · crossref published-online 2025/04/15 · openalex publication_date 2025/04/15 · crossref created 2025/04/15 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · crossref indexed 2026/08/01 · openalex updated_date 2026/08/01
As investigations illustrate how deficit and racialized ideologies materialized within teacher education programs in the United States, there is a need to understand further how whiteness is constructed, learned, and maintained. Through a raciolinguistic ideology perspective, this case study presents how a teaching practicum reinscribes, normalizes, and makes invisible whiteness and raciolinguistic ideologies for a White male learning to become a teacher within an urban emergent school in the Midwest. This study argues that more structural support in the form of guided critical reflection is needed throughout pre-service teachers’ practicum.