Destabilising privilege: Disrupting deficit thinking in white pre-service teachers on field experience in culturally diverse, high-poverty schools Chapter uri icon

Book Title

  • Understanding Sociological Theory for Educational Practices

abstract

  • This chapter examines the personal reflections and experiences of several pre-service and newly graduated teachers, including Kristie, who were involved in the NETDS program. Their documented professional journeys, which include descriptions of struggling when their privileged, taken-for-granted ways of being were destabilized, and grappling with tensions related to their own predispositions and values, are investigated in the context of Whiteness and privilege theory.

publication date

  • 2015