Abstract
Teachers must robustly understand how race and racism operate both in and out of the classroom to structure inequity. However, the existence of a deeply entrenched majoritarian mindset remains a principal obstacle to preparing such teachers. In this empirical paper, the author draws on the critical race theory construct of “majoritarian storytelling” (Delgado, 1989) to make visible and examine the narratives told by white preservice teachers upon completion of their preparation programs. The author finds that white preservice teachers’ explanations for racially disparate school outcomes align closely with a majoritarian mindset and employ devices characteristic of longstanding majoritarian stories. After illuminating these devices, the author highlights opportunities for field supervisors to support white preservice teachers in recognizing the work that such narratives do to protect racial privilege and perpetuate educational inequities.
Recommended Citation
Oamek, K. (2023). “Defunding” Race in Field Supervision Contexts: Deconstructing and Responding to White Preservice Teachers’ Majoritarian Narratives. Journal of Educational Supervision, 6 (1). https://doi.org/10.31045/jes.6.1.2
DOI
10.31045/jes.6.1.2