Abstract

This interpretative case study examined the beliefs and practices of eight preservice elementary teachers as they learned to teach race in social studies. Using critical race theory as the lens, the researcher analyzed interview, observation, classroom artifact, and teacher preparation course data. The results showed that there was a division between those teachers who saw their role as working against racial prejudice (tolerance-oriented) and those who were working against racial inequity (equity-oriented). In practice, the teachers used three approaches to race-related topics in their classroom: avoiding, diminishing, and embracing. Furthermore, the teachers expressed the importance of courses on urban education, social studies methods, and student teaching in preparing them to teach about race. This study highlights the need for increased attention to teaching about race in teacher preparation programs.