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Creators/Authors contains: "Carlsruh, R."

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  1. (, Proceedings of the Eleventh International Mathematics Education and Society Conference)
    null (Ed.)
    The demographic disconnect in the U.S. between the majority white, female teacher workforce and the diverse students they serve perpetuates white supremacy in various ways. These relationships can be especially problematic in mathematics settings, where race issues are often disguised behind discourses of neutrality, intelligence, and meritocracy. To further understand how white supremacy is enacted in educational spaces, we applied Leonardo’s theory of “white intellectual alibis” to critically analyze interview data involving a pair of white-identifying preservice teachers engaging with novel hypothetical scenarios. Findings show that participants utilized various alibis that reinforced racist narratives and silenced possible antiracist conversations. Implications for teacher education are discussed. 
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