A critical case study of white teacher candidates’ motivation and resistance during race-related transformative activities

Resistance among white teacher candidates participating in transformative activities that challenge their beliefs about race and racism is well documented in teacher education literature. However, few researchers have explored white teacher candidates’ motivation during such activities. In this critical case study, we advance teacher education literature by adding nuance to understandings of such affective experiences and their consequences for candidates’ learning about race. We found that five white teacher candidates commonly–and, at times, simultaneously–experienced motivation and resistance during race-related learning. Three distinct patterns of this tension and four catalysts of learning emerged across cases. This has implications for what and how white teacher candidates learn about, and ultimately, apply racially equitable teaching practices. Findings importantly inform teacher education efforts seeking to prepare white teacher candidates to embody racially equitable teaching practice.