Research on Racism in Teacher Education in the United States
This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.
Racial realism, as posited by Derrick Bell (1992), is a movement that provides “… legal and social mechanisms on which Blacks can rely to have their voice and outrage heard.” Critical race theorists in the United States have come to understand and accept the fact that racial equality is not a realistic goal; and, as such, studying education—teacher education in particular—requires the use of analytical tools that allow us to identify and call out instances of racism and institutions in which racism is entrenched. The tools for doing such work have not traditionally been a part of teacher education research. However, in 1995, Gloria Ladson-Billings and William F. Tate introduced a tool, Critical Race Theory, to the field of education. Since that time, education scholars have used this theoretical tool to produce research that illuminates the pernicious ways in which racism impacts teacher education in the United States.