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Making Sense of White Identity Development: The Implications for Teacher Education

Alicja Rieger
  • Corresponding author
  • Early Childhood & Special Education, Valdosta State University, 1500 N. Patterson St., Valdosta, GA 31698-0092, USA
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Published Online: 2015-05-12 | DOI: https://doi.org/10.1515/mlt-2015-0009

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Abstract

This article discusses an individualized narrative on a contribution that a White educator can add to the field of teacher education, in particular multicultural teacher education. Through sharing my individual life experiences with a process of moving from an invisible Whiteness (Clark & O’Donnell, 1999; Giroux, 1997; Helms, 1992) toward more advanced levels of multiracial and multicultural awareness, followed by a review of a theoretical model of Helms’ (1992) White Racial Identity Theory, I provide a space and a structured forum for engaging in a dialogue on the complex issues of race and Whiteness among teacher candidates.

Keywords: racial identity development; multicultural education; teacher preparation

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About the article

Published Online: 2015-05-12

Published in Print: 2015-09-01

Citation Information: Multicultural Learning and Teaching, Volume 10, Issue 2, Pages 211–230, ISSN (Online) 2161-2412, ISSN (Print) 2194-654X, DOI: https://doi.org/10.1515/mlt-2015-0009.

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