Abstract

In a diversity course for pre-service teachers, we explored coursework by students of color to uncover instances in which they resisted the existence systemic oppression in K12 schools. First, we examined the written responses from three students of color (Asian-Indian, Asian immigrant, and Latina) who were largely agreeable to the existence of different forms of oppression presented in the course content. Our work illuminated instances of what we have described as narrative-based resistance. Students initially referred to narratives of rugged individualism or the American Dream to resist the existence of systemic barriers. As the course progressed, students shifted to deeply entrenched responses that rejected the course content to refute systemic oppression. Secondly, we developed a case study for one student, a biracial female that self-identified as White who consistently rejected systemic oppression during class interactions to the point of displaying openly defiant behaviors. The examples of resistance we encountered served as a reminder that students of color along with their White peers must be able to critically examine and understand systems of oppression that are pervasive throughout education. Furthermore, the underlying sources of the resistance were closely associated with indoctrination in Whiteness, limited understanding of systemic oppression, deeply held beliefs and understandings and the lived experiences of individuals. While we agree that teacher education must recruit and retain more teachers of color for an increasingly diverse US K12 student population, we add that preparation that meets the needs of teachers of color is essential.