The history of legislated and de facto everyday white supremacy in public schooling and social life has created a highly segregated teaching force. Most U.S. teachers are white, middle-class, monolingual females who grew up in predominantly white communities. Teachers of color are dramatically under-represented in the teaching force, and children of color have very limited representations of their racial identity throughout their schooling experience. White teachers are thus currently over-represented in public schools, often with little experience engaging in and among communities of color, as they work with an increasingly racially diverse student body.
The central work of this course is to center race as a lens for understanding miseducation in American schooling. Through shared discussion, reading, and engagement in public school communities, students will confront the assumptions of whiteness in U.S. schooling and seek to unlearn socialized assumptions about race. Students will reflect on classroom and community learning, as well as personal experiences, to develop and apply strategies and action steps that promote equity in learning contexts.