TRANSFORMING TEACHER-EDUCATION FOR AN ANTIRACISM PEDAGOGY

This paper reports on research examining prospective and established t eachers' conceptualization and practice of antiracism pedagogy. Views reveal great variability in pedagogical and ideological positions that include unexamined assumptions about students' differential commitmen ts to education across racial and ethnic groups, and fear of abandonin g an unnamed Canadian norm. To challenge teachers' conceptualization a nd practice of antiracism, this study systematically develops transfor mative possibilities for a teacher education praxis designed to link o ther social movements for social justice issues. The authors suggest m oving the issues of social difference, race and antiracism into mainst ream scholarship, ensuring teacher commitment to the cause of social j ustice and engaging participants in critical reflective practice.