2016/10/23 by Christine E. Sleeter · 1 citation
paper · doi:10.1177/0042085916668957
crossref created 2016/10/21 · crossref issued 2016/10/23 · crossref published 2016/10/23 · crossref published-online 2016/10/23 · crossref published-print 2017/02/01 · crossref deposited 2026/05/01 · crossref indexed 2026/07/28
This article uses three tenets of critical race theory to critique the common pattern of teacher education focusing on preparing predominantly White cohorts of teacher candidates for racially and ethnically diverse students. The tenet of interest convergence asks how White interests are served through incremental steps. The tenet of color blindness prompts asking how structures that seem neutral, such as teacher testing, reinforce Whiteness and White interests. The tenet of experiential knowledge prompts asking whose voices are being heard. The article argues that much about teacher education can be changed, offering suggestions that derive from these tenets.