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The Permanence of Racism in Teacher Education by Vanessa Dodo Seriki, Cory T. Brown & Kenneth J. Fasching-Varner - 2015This 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.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 114. No. 2. |
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- 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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