References
- Bettez, S. C., & Hytten, K. (2013). Community building in social justice work: A critical approach. Educational Studies, 49(1), 45–66.
- Casey, Z. A. (2011). The fight in my classroom: A story of intersectionality in practitioner research. i.e.: inquiry in education, 2(1), 1–13 .
- Casey, Z. A. (2016). A pedagogy of anticapitalist antiracism: Whiteness, neoliberalism, and resistance in education. Albany, NY: State University of New York Press.
- Casey, Z. A., & McManimon, S. K. (in press). Uneasy racial ‘experts’: White teachers and antiracist action. In S. K. McManimon, Z. A. Casey, & C. Berchini (Eds.), Whiteness at the table: Antiracism, racism, and identity in education. Lanham, MD: Lexington Books (Rowman & Littlefield).
- Crowley, R. M. (2016). Transgressive and negotiated White racial knowledge. International Journal of Qualitative Studies in Education, 29(8), 1016–1029.
- Denevi, E., & Pastan, N. (2006). Helping Whites develop anti-racist identities. Multicultural Education, 14(2), 70–73.
- Dewey, J. (1938). Experience and education. New York: Collier Books.
- Dinkelman, T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective teaching. Journal of Teacher Education, 54(1), 6–18.
- Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
- Freire, P. (2006). Teachers as cultural workers: Letters to those who dare teach. Expanded Ed. New York: Westview Press.
- Giroux, H. A. (2010, June 1). Dumbing down teachers: Attacking colleges of education in the name of reform. Truthout. Retrieved from http://archive.truthout.org/dumbing-down-teachers-attacking-colleges-education-name-reform59820
- Hartlep, N. D., & Porfilio, B. J. (2015). Revitalizing the field of educational foundations and PK-20 educators’ commitment to social justice and issues of equity in an age of neoliberalism. Education Studies, 51(4), 300–316.
- hooksB. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
- Horton, M., & Freire, P. (1990). We make the road by walking: Conversations on education and social change. Philadelphia, PA: Temple University Press.
- Hyland, N. E. (2005). Being a good teacher of black students? White teachers and unintentional racism. Curriculum Inquiry, 35(4), 429–459.
- Jacobson, M. F. (1999). Whiteness of a different color: European immigrants and the alchemy of race. Cambridge, MA: Harvard University Press.
- JohnsonLachukA. S., & Mosley, M. (2011). Us & them? Entering a three-dimensional narrative inquiry space with white pre-service teachers to explore race, racism, and anti-racism. Race Ethnicity and Education, 15, 311–330.
- Joyner, J. S., & Casey, Z. A. (2015). Growing pains: Reflections at the intersection(s) of pedagogy and self-study in whiteness research in education. i.e.: inquiry in education, 7(1), 1–22 .
- Jupp, J. C., & Slattery, P. (2010). Committed White male teachers and identifications: Toward creative identifications and a “second-wave” of White identity studies. Curriculum Inquiry, 40, 454–474.
- Jupp, J. C. (2013). Becoming teachers of inner-city students: Life histories and teacher stories of committed white teachers. Rotterdam, The Netherlands: Sense Publishers.
- Jupp, J. C., Berry, T. R., & Lensmire, T. J. (2016). Second-wave White teacher identity studies: A review of White teacher identity literatures from 2004 through 2014. Review of Educational Research, 86(4), 1151–1191.
- Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980.
- Kerr, D., Mandzuk, D., & Raptis, H. (2011). The role of the social foundations of education in programs of teacher preparation in Canada. Canadian Journal of Education, 34(4), 118–134.
- Kincheloe, J. L. (1999). The struggle to define and reinvent whiteness: A pedagogical analysis. College Literature, 26(3), 162–194.
- Kumashiro, K. K. (2009). Against common sense: Teaching and learning toward social justice. New York: Routledge.
- Kumashiro, K. K. (2010). Seeing the bigger picture: Troubling movements to end teacher education. Journal of Teacher Education, 61(1–2), 56–65.
- Lakoff, G. (2004). Don’t think of an elephant!: Know your values and frame the debate. White River Junction, VT: Chelsea Green Publishing.
- Lawrence, S. M., & Tatum, B. D. (1997). Teachers in transition: The impact of antiracist professional development on classroom practice. Teachers College Record, 99, 162–178.
- Lipsitz, G. (2006). The possessive investment in Whiteness: How White people profit from identity politics. New York: Temple University Press.
- Lowenstein, K. L. (2009). The work of multicultural teacher education: Reconceptualizing white teacher candidates as learners. Review of Educational Research, 79(1), 163–196.
- Michael, A. (2015). Raising race questions: Whiteness and inquiry in education. New York: Teachers College Press.
- Morrison, T. (1992). Playing in the dark: Whiteness and the literary imagination. New York: Vintage Books.
- Pennington, J. (2007). Silence in the classroom/whispers in the halls: Autoethnography as pedagogy in White pre-service teacher education. Race Ethnicity and Education, 10(1), 93–113.
- Pennington, J. L., & Brock, C. H. (2012). Constructing critical autoethnographic self-studies with white educators. International Journal of Qualitative Studies in Education, 25(3), 225–250.
- Pennington, J. L., Brock, C. H., & Ndura, E. (2012). Unraveling the threads of white teachers’ conceptions of caring: Repositioning white privilege. Urban Education, 47(4), 743–775.
- Picower, B. (2012). Practice what you teach: Social justice education in the classroom and the streets. New York: Routledge.
- Pinar, W. F. (2004). What is curriculum theory? Mahwah, NJ: Lawrence Erlbaum Associates.
- Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1995/2006). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses. New York: Peter Lang.
- Randi, J., & Zeichner, K. M. (2004). New visions of teacher professional development. In M. A. Smylie & D. Miretzky (Eds.), Developing the teacher workforce (pp. 180–227). Chicago: University of Chicago Press.
- Roediger, D. R. (1991). The wages of whiteness: Race and the making of the American working class. New York: Verso.
- Schniedewind, N. (2005). “There ain’t no white people here!”: The transforming impact of teachers’ racial consciousness on students and schools. Equity & Excellence in Education, 38, 280–289.
- Seidl, B. L., & Hancock, S. D. (2011). Acquiring double images: White preservice teachers locating themselves in a raced world. Harvard Educational Review, 81(4), 687–709.
- Sleeter, C. (2008). Equity, democracy, and neoliberal assaults on teacher education. Teaching and Teacher Education, 24(8), 1947–1957.
- Thandeka. (2001). Learning to be White: Money, race, and God in America. New York: Continuum International Group.
- Ullucci, K. (2011). Learning to see: The development of race and class consciousness in White teachers. Race Ethnicity and Education, 14(4), 561–577.
- Ullucci, K. (2012). Knowing we are White: Narrative as critical praxis. Teaching Education, 23(1), 89–107.
- Wei, R. C., Darling-Hammond, L., & Adamson, F. (2010). Professional development in the United States: Trends and challenges. Dallas, TX: National Staff Development Council. Retrieved from http://learningforward.org/docs/pdf/nsdcstudytechnicalreport2010.pdf?sfvrsn=0
- Wilson, S. M., & Berne, J. (1999). Teacher learning and acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173–209.