White shame and white ambivalence in learning to be a well-started White anti-racist science teacher

Jonathan McCausland, Scott McDonald

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

This is a study intended to address white supremacy in science education. To accomplish this, we describe how one White intern, Boaz, learned to teach science in anti-racist ways. By detailing how whiteness mattered in his learning to teach, we demonstrate that whiteness is potentially constant in White peoples' learning to teach science in anti-racist ways. However, we conclude by suggesting that critical whiteness ambitious science teacher education, a merging of critical whiteness pedagogy with practice-based science teacher education provides a potential way to address the presence of whiteness in science teacher education.

Original languageEnglish (US)
Pages (from-to)2162-2190
Number of pages29
JournalJournal of Research in Science Teaching
Volume61
Issue number9
DOIs
StatePublished - Nov 2024

All Science Journal Classification (ASJC) codes

  • Education

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