Walking on egg shells: colorblind ideology and race talk in teacher education

References

• Aragón, O. R., Dovidio, J. F., & Graham, M. J. (2017). Colorblind and multicultural ideologies are associated with faculty adoption of inclusive teaching practices. Journal of Diversity in Higher Education, 10(3), 1–15.
   Web of Science ®Google Scholar
• Banks, J. A. (2004). Race, knowledge construction, and education in the United States: Lessons from history. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 228–239). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Bonilla-Silva, E. (2017). Racism without racists: Colorblind racism and the persistence of racial inequality in the United States (5th ed.). Lanham, MD: Rowman & Littlefield.
   Google Scholar
• Castro-Atwater, S. A. (2008). Waking up to difference: Teachers, color-Blindness, and the effects on students of color. Journal of Instructional Psychology, 35(3), 246–253.
   Google Scholar
• Choi, J. (2008). Unlearning colorblind ideologies in education class. Educational Foundations, 22(3), 53–71.
   Google Scholar
• Croll, P. R. (2016, March). Studying colorblind racism: Challenges and opportunities. Paper presented at the Midwest Sociological Society Meeting, Chicago, IL.
   Google Scholar
• DiAngelo, R. J. (2012). What does it mean to be white?: Developing white racial literacy. New York, NY: Peter Lang.
   Google Scholar
• Hatchfield, A., Hahn, A., Schroeder, S., Anders, Y., & Kunter, M. (2015). Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers’ professional competence for teaching in diverse classrooms. Teaching and Teacher Education, 48, 44–55.
   Web of Science ®Google Scholar
• Jayakumar, U. M., & Adamian, A. (2017). The fifth frame of colorblind ideology: Maintaining the comforts of colorblindness in the context of white fragility. Sociological Perspectives, 60(3), 912–936.
   Google Scholar
• Lewis, A. E. (2001). There is no “race” in the schoolyard: Color-blind ideology in an (almost) all-White school. American Educational Research Journal, 38(4), 781–811.
   Web of Science ®Google Scholar
• Matias, C. E. (2016). White skin, black friend: A Fanonian application to theorize racial fetish in teacher education. Educational Philosophy and Theory, 48(3), 221–236.
   Web of Science ®Google Scholar
• Matias, C. E., Montoya, R., & Nishi, N. W. M. (2016). Blocking CRT: How the emotionality of whiteness blocks CRT in urban teacher education. Educational Studies, 52(1), 1–19.
   Web of Science ®Google Scholar
• Milner, H. R., & Laughter, J. C. (2015). But good intentions are not enough: Preparing teachers to center race and poverty. The Urban Review, 47(2), 341–363.
   Google Scholar
• National Center for Education Statistics. (2017). Status and trends in the education of racial and ethnic groups. Washington, DC: U.S. Department of Education.
   Google Scholar
• Ohito, E. O., & Oyler, C. (2017). Feeling our way toward inclusive counter-hegemonic pedagogies in teacher education. In L. Florian & N. Pantić (Eds.), Teacher education for the changing demographics of schooling (pp. 183–198). New York, NY: Springer.
   Google Scholar
• Picower, B., & Marshall, A. M. (2017). “Run like hell” to “Look before you leap”: Teacher educators’ responses to preparing teachers for diversity and social justice in the wake of edTPA. In J. H. Carter & H. A. Lochte (Eds.), Teacher performance assessment and accountability reforms: The impacts of edTPA on teaching and schools (pp. 189–212). New York, NY: Palgrave Macmillan.
   Google Scholar
• Pollock, M. (2004). Colormute: Race talk dilemmas in an American school. Princeton, NJ: Princeton University Press.
   Google Scholar
• Reason, R. D., & Evans, N. J. (2007). The complicated realities of whiteness: From color blind to racially cognizant. New Directions for Student Services, 2007(120), 67–75.
   Google Scholar
• Sapon-Shevin, M. (2017). On the impossibility of learning “not to see”: Colorblindness, invisibility, and anti-bias education. International Critical Childhood Policy Studies Journal, 6(1), 38–51.
   Google Scholar
• Schofield, J. W. (2007). The colorblind perspective in school: Causes and consequences. In J. A. Banks & C. A. M. Banks (Eds.), Multicultural education: Issues and perspectives (6th ed., pp. 271–295). New York, NY: John Wiley & Sons.
   Google Scholar
• Segall, A., & Garrett, J. (2013). White teachers talking race. Teaching Education, 24(3), 265–291.
   Google Scholar
• Sleeter, C. E. (2017). Critical race theory and the whiteness of teacher education. Urban Education, 52(2), 155–169.
   Web of Science ®Google Scholar
• Tatum, B. D. (2017). Why are all the black kids sitting together in the cafeteria?: And other conversations about race (rev ed.). New York, NY: Basic Books.
   Google Scholar
• Tawa, J., Ma, R., & Katsumoto, S. (2016). “All lives matter”: The cost of colorblind racial attitudes in diverse social networks. Race and Social Problems, 8(2), 196–208.
   Web of Science ®Google Scholar
• Ullucci, K., & Battey, D. (2011). Exposing colorblindness/grounding color consciousness: Challenges for teacher education. Urban Education, 46(6), 1195–1225.
   Web of Science ®Google Scholar