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The Permanence of Racism in Teacher Education


by Vanessa Dodo Seriki, Cory T Brown & Kenneth J. Fasching-Varner — 2015

This chapter chronicles the experiences of three friends who journey from being students in teacher education to junior faculty in the field. Using critical race theory as an analytical tool, the three friends highlight the ways in which racism exists and is manifested in three different teacher education programs.


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This article originally appeared as NSSE Yearbook Vol 114. No. 2.


Cite This Article as: Teachers College Record Volume 117 Number 14, 2015, p. 74-102
http://www.tcrecord.org ID Number: 18284, Date Accessed: 8/24/2017 12:51:55 AM

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About the Author
  • Vanessa Seriki
    Loyola University, Maryland
    E-mail Author
    VANESSA DODO SERIKI is an assistant professor of science & urban education at Loyola University Maryland. Her research interests include the use of culturally relevant pedagogy; the instersectionality of race and class across all levels of education as seen through the lens of critical race theory; and accessibility of STEM education by all learners, particularly those underrepresented in the STEM pipeline.
  • Cory Brown
    Murray State University
    E-mail Author
    CORY T. BROWN currently serves as the Ashland Oil Inc. Endowed Assistant Professor of Education in the Early Childhood and Elementary Education Department at Murray State University. Dr. Brown’s research centers on educational inequality, social justice education, and pedagogical practices that demonstrate the successful incorporation of culturally relevant and responsive teaching methods that are critical to the success of all students.
  • Kenneth Fasching-Varner
    Louisiana State University
    E-mail Author
    KENNETH FASCHING-VARNER’s areas of scholarly expertise and interest center on the intersection of White racial identity (WRI), critical race theory (CRT), and culturally relevant pedagogy. He has published articles in Social Identities: Journal for the Studies of Race, Nation and Culture, Linguistics and Education, and Midwest Educational Researcher, as well as contributions in texts published by Peter Lang.
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