In this article, the authors argue that developing personal and professional critical consciousness about racial, cultural, and ethnic diversity should be a major component of preservice teacher education. They discuss some maneuvers teacher education students use to avoid engaging with racial issues in education, and suggest some strategies for counteracting them. The resistance strategies include silence, diversion, guilt, and benevolent liberalism. Techniques to offset these and develop critical cultural consciousness and self-reflection include creating learning expectations of criticalness, modeling, providing opportunities to practice critical consciousness, and translating conceptual multicultural education into K-12 instructional possibilities. Woven throughout the specific suggestions is the general directive that critical consciousness learning experiences should take place within the context of guided practice, authentic examples, and realistic situations.


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pp. 181-187
Launched on MUSE
Open Access
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