Whiteness as negative space: exploring teacher candidates' narratives about race, racism, and schooling

Abstract

This study explores the degree to which (and manner in which) Whiteness is rendered visible ('White space') and/or invisible ('White negative space') in teacher candidates' autobiographical reflections about education, race, and racism. Grounded theory data analysis found expressions of white space and white negative space evident across four themes: White innocents, Whiteness as the uninterrogated norm, Whiteness as a foundational identity, and Whiteness rationalizations.