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White privilege pedagogy and the interest divergence dilemma in social studies teacher education

The authors consider antiracist social studies teacher education. Specifically, we consider how White privilege pedagogy (WPP) contributes to antiracist dispositions and practices. We argue that WPP relies upon a perceived interest convergence between White elites and people of color that obscures interest divergences along class lines among White people.

Author(s):

Ryan Crowley
University of Kentucky
United States

William Smith
University of Arizona
United States

 

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