Revealing the Invisible: Confronting the Passive Racism in Teacher Education

Parker,Laurence

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Revealing the Invisible: Confronting the Passive Racism in Teacher Education

reviewed by Laurence Parker - April 14, 2009

Title: Revealing the Invisible: Confronting the Passive Racism in Teacher Education
Author(s): Sherry Marx
Publisher: Routledge, New York
ISBN: 041595343X, Pages: 196, Year: 2006
Search for book at Amazon.com

I was a discussant at a recent conference at the University of North Carolina-Chapel Hill on desegregation in the aftermath of the U.S. Supreme Court’s decision in Parents Involved in Community Schools v. Seattle School District No. 1, (2007) where papers were given on the legal direction, social science research and future education policy on the issues related to racial equality and the quest for integrated schools (UNC, 2009). One of the audience participants asked the lawyers, education and social science researchers about what can be done to change the way in which we prepare new graduates of teacher preparation programs (most of whom are White European American), in terms of relating to and addressing the educational and social needs of the students of color who they plan to teach in the schools. Given that 90% of U.S. teachers are White European American while 42% of U.S. students are students... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: April 14, 2009
https://www.tcrecord.org ID Number: 15615, Date Accessed: 3/8/2021 11:35:08 AM

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About the Author
Laurence Parker University of Illinois at Urbana-Champaign LAURENCE PARKER is a Professor and Associate Head in the Department of Educational Policy Studies at the College of Education, University of Illinois at Urbana-Champaign. Recent publications include a co-authored book chapter on social justice in the 2nd edition of Leadership for Social Justice: Making Revolutions in Education (2009, C. Marshall & M. Oliva, Eds.) and he is currently working on issues in critical race theory and critical race realism in education research and policy.

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