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International Journal of Qualitative Studies in Education Volume 29, 2016 - Issue 8: Second-Wave White Teacher Identity Studies: Toward Complexity and Reflexivity in the Racial Conscientization of White Teachers
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Articles

Taking time, breaking codes: moments in white teacher candidates’ exploration of racism and teacher identity

Ann Mogush MasonDepartment of Curriculum and Instruction, University of Minnesota-Twin Cities, Minneapolis, MN, USACorrespondence[email protected]
Pages 1045-1058 | Received 29 Mar 2015, Accepted 17 Nov 2015, Published online: 06 Jul 2016

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James Jupp, Pauli Badenhorst & Jenna Min Shim. (2023) Why anti-racism and critical whiteness now? A (tentative, subjunctive) conceptual geography of the empire of whiteness. International Journal of Qualitative Studies in Education 36:8, pages 1417-1430.
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Amanda Tobin Ripley & Hannah Heller. (2023) Reimagining antiracist possibilities of single-visit art museum field trips after the COVID-19 pause. Arts Education Policy Review 0:0, pages 1-10.
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Younkyung Hong. (2023) Phenomenological inquiry of transnational whiteness and spatiality of U.S. teacher education. Journal of Curriculum and Pedagogy 0:0, pages 1-22.
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Brittany Aronson & Lateasha Meyers. (2022) Critical race theory and the teacher education curriculum: challenging understandings of racism, whiteness, and white supremacy. Whiteness and Education 7:1, pages 32-57.
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Brittney Beck. (2022) Testimonial Injustice and Teacher Education. Action in Teacher Education 44:1, pages 53-69.
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Colleen H. Clements & Erin Stutelberg. (2020) Getting read as rad: Performances of “nice white lady” and tensions in teaching about white supremacy. Journal of Curriculum and Pedagogy 17:2, pages 135-157.
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Tamar Bernfeld. (2020) El Futuro Es Multilingüe: Moving from Monolingual Resistance to Engagement with Multilingual Texts. Journal of College Reading and Learning 50:2, pages 113-126.
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Tanetha Jamay Grosland. (2019) Through laughter and through tears: emotional narratives to antiracist pedagogy. Race Ethnicity and Education 22:3, pages 301-318.
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Erin T. Miller & Samuel J. Tanner. (2019) “There can be no racial improvisation in white supremacy”: What we can learn when anti-racist pedagogy fails. Journal of Curriculum and Pedagogy 16:1, pages 72-96.
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Katherine Field-Rothschild. (2019) The rhetorical emergency kit: Engaging ethically with end the silence and protest rhetoric on a campus in crisis. Journal of Curriculum and Pedagogy 16:1, pages 55-71.
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Westry Whitaker, Sheri C. Hardee, Lauren C. Johnson & Kelly L. McFaden. (2018) The Southern mind and the savage ideal: deconstructing identities of place in the Cracker State. Teaching Education 29:4, pages 407-420.
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Adam Alvarez & H. Richard Milner IV. (2018) Exploring teachers’ beliefs and feelings about race and police violence. Teaching Education 29:4, pages 383-394.
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James C. Jupp, Theodorea Regina Berry, Amanda Morales & Ann Mogush Mason. (2018) What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences. Teaching Education 29:4, pages 305-317.
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Socorro Herrera. (2018) Scholar commentary. Teaching Education 29:4, pages 424-428.
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Hope Kitts. (2018) Speaking the unspeakable: the role of speech in a pedagogy of critical whiteness. Whiteness and Education 3:1, pages 76-89.
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James C. Jupp. (2017) What learning is needed for white teachers’ race-visible teaching? Racialised curriculum recoding of cherished knowledges. Whiteness and Education 2:1, pages 15-31.
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Articles from other publishers (7)

Lauren Leigh Kelly. (2022) “What they allow us to learn”: exploring how white English teachers cultivate students’ critical literacies through curriculum and pedagogy. English Teaching: Practice & Critique 22:1, pages 11-28.
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Jenn K. Bergen, Sharissa Unger Hantke & Verna St. Denis. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 414 426 .
Christopher J. Buttimer, Joshua Littenberg-Tobias & Justin Reich. (2022) Designing Online Professional Learning to Support Educators to Teach for Equity During COVID and Black Lives Matter. AERA Open 8, pages 233285842110677.
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James C. Jupp, Alisa Leckie, Nolan L. Cabrera & Jamie Utt. (2019) Race-Evasive White Teacher Identity Studies 1990–2015: What Can We Learn from 25 Years of Research?. Teachers College Record: The Voice of Scholarship in Education 121:1, pages 1-58.
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Decoteau J. Irby & Shannon P. Clark. (2018) Talk it (Racism) out: race talk and organizational learning. Journal of Educational Administration 56:5, pages 504-518.
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Carlin Borsheim-Black. (2018) “You Could Argue It Either Way”: Ambivalent White Teacher Racial Identity and Teaching about Racism in Literature Study. English Education 50:3, pages 228-254.
Crossref
Tambra O. Jackson. 2018. Research on Teacher Identity. Research on Teacher Identity 207 216 .

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