Theoretical Framework and Research Design: Seeing Through the Prism of Anti-racism

This chapter introduces the theoretical framework for the book, beginning with the basic tenets of Critical Race Theory (CRT) and its application in teacher education, arguing that CRT should play a vital role in preparing White teachers capable of recognizing the institutional Whiteness of the US educational system. We suggest that teacher education programs need a praxis model of critical reflection and generative change for transformative learning to assist White teachers in challenging racist policies and practices within education, and more importantly, to aid in implementing anti-racist teaching for educational equity. We further suggest that transformative praxis needs to emphasize changing both habits of mind (thinking about race and racism) as well as patterns of acting (inside and outside the classroom). To link these elements together we propose the metaphor of travel, in which CRT provides the roadmap to social justice and educational equity through anti-racist teaching, culturally relevant and sustaining community-based teacher education provides the vehicle, and critical reflection and generative change for transformative action provides the engine. The chapter concludes with a brief explanation of the research context, including descriptions of the three research sites, their teacher education programs, the prospective teachers who participated in our study, and data collection and analysis.