Harvard Educational Review
  1. Summer 2000 Issue »

    Blind Vision

    Unlearning Racism in Teacher Education

    Marilyn Cochran-Smith
    In this article, Marilyn Cochran-Smith uses narrative to reflect on her experience of “unlearning” racism as a teacher educator. According to Cochran-Smith, unlearning racism involves interrogating the racist assumptions that are deeply embedded in the courses and curricula that we teach, owning our often unknowing complicity in maintaining existing systems of privilege and oppression, and grappling with our own failures to produce the kinds of changes we advocate. In her narrative, Cochran-Smith describes a moment in time when issues of race and racism were brought into sharp relief for her. She does not offer explicit directions for unlearning racism. Rather, she illuminates some of the complex questions we need to wrestle with in teacher education. At the same time, she demonstrates the usefulness of narrative as a way to organize and understand experience and as an alternative to the expository stance of traditional academic discourse.

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    Summer 2000 Issue

    Abstracts

    Blind Vision
    Unlearning Racism in Teacher Education
    Marilyn Cochran-Smith
    The Evolution of Community Education
    Content and Mission
    Charles V. Willie

    Book Notes

    Dialogic Inquiry
    By Gordon Wells

    Coming of Age in Academe
    By Jane Roland Martin

    An Overview of Writing Assessment
    By Willa Wolcott, with Sue Legg

    Native American Higher Education in the United States
    By Cary Michael Carney

    Common Purpose
    By Lisbeth B. Schorr

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