Second-wave white teacher identity studies: toward complexity and reflexivity in the racial conscientization of white teachers

James C. Jupp, Timothy J. Lensmire

Research output: Contribution to journalEditorialpeer-review

13 Scopus citations

Abstract

Abstract: In this article, we introduce our special issue, ‘Second-Wave White Teacher Identity Studies: Toward Complexity and Reflexivity in the Racial Conscientization of White Teachers.’ We characterize white teacher identity studies as a developing field with important implications for education research and teacher education. Early work in this field focused on documenting, how white teachers denied and evaded the significance of race and white privilege in their work and lives. The articles in this special issue exemplify a second wave of white teacher identity studies which builds on and responds critically to this earlier work. Crucial concerns of this second-wave work include attending to the nuances and complexities of white racial identities, as well as examining the pedagogical, curricular, and institutional contexts within which these identities are taken up.

Original languageEnglish (US)
Pages (from-to)985-988
Number of pages4
JournalInternational Journal of Qualitative Studies in Education
Volume29
Issue number8
DOIs
StatePublished - Sep 13 2016

Keywords

  • White teachers
  • second-wave
  • teacher education
  • white identity

Fingerprint Dive into the research topics of 'Second-wave white teacher identity studies: toward complexity and reflexivity in the racial conscientization of white teachers'. Together they form a unique fingerprint.

Cite this