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Race-Evasive White Teacher Identity Studies 1990–2015: What Can We Learn from 25 Years of Research?


by James C. Jupp, Alisa Leckie, Nolan Cabrera & Jamie Utt - 2019


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Cite This Article as: Teachers College Record Volume 121 Number 1, 2019, p. 1-58
https://www.tcrecord.org ID Number: 22509, Date Accessed: 10/17/2019 11:50:09 AM
 
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About the Author
  • James Jupp
    University of Texas Rio Grande Valley
    E-mail Author
    JAMES C. JUPP is Professor and Chair of the Department of Teaching and Learning at the University of Texas Rio Grande Valley. Building on his background as a White teacher of predominantly students of color, his research focuses on White teachers’ cultural and racial learning in majority–minority settings. He served as lead author on “Second-wave White Teacher Identity Studies: A Review of White Teacher Identity Studies from 2004 through 2014” in Review of Educational Research. Additionally, he recently published “What Learning is Needed for White Teachers’ Race-Visible Teaching? Racialized Curriculum Recoding of Cherished Knowledges” in Whiteness and Education.
  • Alisa Leckie
    Georgia Southern University
    E-mail Author
    ALISA LECKIE is an Assistant Professor of English Learner Education at Georgia Southern University. Her research focuses on the roles of language and culture in teaching, learning, and teacher education. Currently, she is studying meaningful discipline-specific academic language development and the impact of ESOL endorsements among K–12 teachers. She is also working with local school districts to help them address the growing numbers of English learners in their classrooms.
  • Nolan Cabrera
    University of Arizona
    E-mail Author
    NOLAN CABRERA is an Associate Professor at the University of Arizona in the Center for the Study of Higher Education, where he researches Whiteness on college campuses and the efficacy of Tucson Unified’s Mexican American Studies Program. He has recently served as lead author of “An Unexamined Life: White Male Racial Ignorance and the Agony of Education for Students of Color” in Equity & Excellence in Education. Additionally, he published “White Immunity: Working through the Pedagogical Pitfalls of Privilege” in Journal Committed to Social Change on Race and Ethnicity.
  • Jamie Utt
    University of Arizona
    E-mail Author
    JAMIE UTT is a doctoral student in the department of Teaching, Learning, and Sociocultural Studies at the University of Arizona. His research focuses on the intersections of race and schooling, particularly on White teacher identity development and the racialized role of police in schools. He also researches the role of men in addressing gender-based violence. On the topic of White teacher identity development, he recently served as lead author on “White Teacher Know Thyself: Improving Anti-Racist Praxis through Racial Identity Development” in Urban Education.
 
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