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“Push it Real Good!”: The Challenge of Disrupting Dominant Discourses Regarding Race in Teacher Education
ALPS Faculty Publications
  • Kara M. Viesca, University of Colorado Denver
  • Cheryl Matias, School of Education and Human Development at the University of Colorado Denver
  • Dorothy Garrison-Wade, University of Colorado Denver
  • Madhavi Tandon
  • Rene Galindo, University of Colorado Denver
Document Type
Publication Date
Despite efforts to redesign an urban teacher education program for social justice and equity, faculty became aware of racialized issues teacher candidates of color faced in the program. Therefore, this study examined the perspectives of teacher candidates to learn about how race is impacting teaching and learning for pre-service teachers. Overall, we discovered the dominant narratives, often called majoritarian stories (Love, 2004), were extremely difficult to disrupt and essentially remained largely intact for teacher candidates in our program. In addition, we found that majoritarian stories helped to maintain a level of superficiality for teacher candidates regarding issues of race. For this reason, we argue that there is a need to “Push it real good!” using Critical Whiteness to engage in deeper level work with teacher candidates in order to help develop strong teacher activists with the skills, dispositions, and knowledge necessary to substantially disrupt the inequitable status quo in education.
Citation Information
Viesca, K.M., Matias, C.E., Garrison-Wade, D., Tandon, M., & Galindo, R. “Push it real good!”: The challenge of disrupting dominant discourses regarding race in teacher education. Critical Education, 5(11), Retrieved from