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dc.contributor.authorGonzalez, Jocelyn
dc.contributor.authorSmith, Michael
dc.date.accessioned2022-03-16T15:35:35Z
dc.date.available2022-03-16T15:35:35Z
dc.date.issued2021
dc.identifier.urihttp://dr.tcnj.edu/handle/2900/3944
dc.descriptionDepartment of Special Education, Language and Literacyen_US
dc.description.abstractThis 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.en_US
dc.description.sponsorshipCollege of New Jersey (Ewing, N.J.). Office of Academic Affairsen_US
dc.description.sponsorshipMUSE (Mentored Undergraduate Summer Experience)en_US
dc.language.isoen_USen_US
dc.rightsFile access restricted due to FERPA regulationsen_US
dc.titleWhiteness as negative space: exploring teacher candidates' narratives about race, racism, and schoolingen_US
dc.typePosteren_US
dc.typePresentationen_US
dc.typeTexten_US


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