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ABSTRACT
This study examined the race talk of teacher education students in the context of colorblind ideology. Analysis revealed five integrated themes: (1) racial socialization; (2) feeling and dealing with race talk; (3) abstract liberalism; (4) the pitfalls of good intentions; and (5) institutional challenges. The findings pushes the field to consider (1) a more comprehensive understanding of colorblind ideology; and (2) implications for teacher education programs.
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No potential conflict of interest was reported by the author.
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Dennis L. Rudnick
Dr. Dennis L. Rudnick is Associate Director of Multicultural Education and Research at Indiana University-Purdue University Indianapolis, where he also teaches courses on Multicultural Perspectives and Foundations of Education and American Culture. His research includes the relationships between racism, identity, ideology, knowledge construction, and social movements.