Cultivating Critical Reflection for Transformative Learning in the Context of Race

This chapter provides a survey of possible ways in which to restructure teacher education to transform habits of mind and patterns of acting concerning race and racism among White prospective teachers. We briefly revisit the theoretical and practical model, discuss its place in developing anti-racist teacher education, then examine a series of activities conducted during our coursework and placement to help White prospective teachers develop anti-racist habits of mind and patterns of acting through critical reflection and transformative learning. These activities provide a practical guide for teacher educators to develop their own anti-racist teacher education programs addressing the specific needs of the communities they serve.