Kenneth J. Fasching-Varner is the Shirley B. Barton and assistant professor in Elementary Education at Louisiana State University in the College of Human Sciences and Education’s School of Education. His areas of expertise include sociocultural foundations, pre-service teacher development, reflexive practice, literacy, second-language acquisition and development, critical race theory, culturally relevant pedagogy, and multicultural education.

• Foreword: Primum Non NocereAdrienne D. DixsonChapter 1: IntroductionChapter 2: Racial Identity and Pre-service TeachersChapter 3: Mapping the TerrainChapter 4: Semantic Moves Relative to RaceChapter 5: Naivete in Rationales for Being TeachersChapter 6: White Racial IdentityChapter 7: Implications and Future DirectionsAfterword: The Long Hard LookRoland W. Mitchell

Fasching-Varner (Louisiana State Univ.) examines the preparation of white teachers, a complex, challenging topic given that the majority of the teaching force is white while the school-age population is increasingly nonwhite. The author positions his work within critical race theory and white racial identity theory and provides an extensive review of the literature to establish a helpful frame of reference. The study seeks to address three gaps in the literature: how white pre-service teachers and white teacher educator researchers come to terms with their own whiteness; the transition of teachers from pre- to in-service relative to these teacher's sense and understanding of white racial identity; and how white racial identity models can be used as a means of analyzing and explicating the nature of individual white people. Drawing on rich, interesting, and difficult interview and auto-ethnographic data, Fasching-Varner argues that participants utilized white racial bonding through various discourses as a means of discussing and negotiating the topic of race. In addition, the author found that pre-service teachers exhibited racial "dysconsciousness" about their rationales for why they have decided to become teachers. This book should generate important conversations about race in order to improve schooling for all children. Summing Up: Recommended. Upper-division undergraduate, graduate, research, and professional collections.

Kenneth J. Fasching-Varner is the Shirley B. Barton and assistant professor in Elementary Education at Louisiana State University in the College of Human Sciences and Education’s School of Education. His areas of expertise include sociocultural foundations, pre-service teacher development, reflexive practice, literacy, second-language acquisition and development, critical race theory, culturally relevant pedagogy, and multicultural education.

• Foreword: Primum Non NocereAdrienne D. DixsonChapter 1: IntroductionChapter 2: Racial Identity and Pre-service TeachersChapter 3: Mapping the TerrainChapter 4: Semantic Moves Relative to RaceChapter 5: Naivete in Rationales for Being TeachersChapter 6: White Racial IdentityChapter 7: Implications and Future DirectionsAfterword: The Long Hard LookRoland W. Mitchell

Fasching-Varner (Louisiana State Univ.) examines the preparation of white teachers, a complex, challenging topic given that the majority of the teaching force is white while the school-age population is increasingly nonwhite. The author positions his work within critical race theory and white racial identity theory and provides an extensive review of the literature to establish a helpful frame of reference. The study seeks to address three gaps in the literature: how white pre-service teachers and white teacher educator researchers come to terms with their own whiteness; the transition of teachers from pre- to in-service relative to these teacher's sense and understanding of white racial identity; and how white racial identity models can be used as a means of analyzing and explicating the nature of individual white people. Drawing on rich, interesting, and difficult interview and auto-ethnographic data, Fasching-Varner argues that participants utilized white racial bonding through various discourses as a means of discussing and negotiating the topic of race. In addition, the author found that pre-service teachers exhibited racial "dysconsciousness" about their rationales for why they have decided to become teachers. This book should generate important conversations about race in order to improve schooling for all children. Summing Up: Recommended. Upper-division undergraduate, graduate, research, and professional collections.

Kenneth J. Fasching-Varner is the Shirley B. Barton and assistant professor in Elementary Education at Louisiana State University in the College of Human Sciences and Education’s School of Education. His areas of expertise include sociocultural foundations, pre-service teacher development, reflexive practice, literacy, second-language acquisition and development, critical race theory, culturally relevant pedagogy, and multicultural education.

• Foreword: Primum Non NocereAdrienne D. DixsonChapter 1: IntroductionChapter 2: Racial Identity and Pre-service TeachersChapter 3: Mapping the TerrainChapter 4: Semantic Moves Relative to RaceChapter 5: Naivete in Rationales for Being TeachersChapter 6: White Racial IdentityChapter 7: Implications and Future DirectionsAfterword: The Long Hard LookRoland W. Mitchell

Fasching-Varner (Louisiana State Univ.) examines the preparation of white teachers, a complex, challenging topic given that the majority of the teaching force is white while the school-age population is increasingly nonwhite. The author positions his work within critical race theory and white racial identity theory and provides an extensive review of the literature to establish a helpful frame of reference. The study seeks to address three gaps in the literature: how white pre-service teachers and white teacher educator researchers come to terms with their own whiteness; the transition of teachers from pre- to in-service relative to these teacher's sense and understanding of white racial identity; and how white racial identity models can be used as a means of analyzing and explicating the nature of individual white people. Drawing on rich, interesting, and difficult interview and auto-ethnographic data, Fasching-Varner argues that participants utilized white racial bonding through various discourses as a means of discussing and negotiating the topic of race. In addition, the author found that pre-service teachers exhibited racial "dysconsciousness" about their rationales for why they have decided to become teachers. This book should generate important conversations about race in order to improve schooling for all children. Summing Up: Recommended. Upper-division undergraduate, graduate, research, and professional collections.