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(Re)Positioning White-Bodied Preservice Teachers and Providing Equity in Online Communities of Learners
Abstract
Positionality is a central and integral way of understanding and practicing equity as educators. Critiques of these courses are that they recenter whiteness and reinforce stereotypes of an imagined other as well as solidify existing power structures of whiteness. Whiteness can be somewhat disrupted by turning the lens back on oneself through awareness of one's own positionality rather than fixating on or saving an imagined other. Next, highlighted are equity traps, such as deficit views and dysconscious racism, because they prevent learning. Methods and examples of equity to preservice teachers enrolled in the course are provided. To bring to life the theoretical concepts in this chapter, interspersed throughout are examples of work students do in the course, the ways they struggle, and some of the author's own experiences as a teacher.
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