White teachers, white problems, white solutions: A case study of one credential program’s attention to white racial identity development as a pathway to critical pedagogy

This qualitative case study examines the practices, curriculum, and experiences of teacher educators and White preservice teachers at one credential program in NorCal through the frameworks of White Racial Identity Development (WRID) (Helms, 1990, 2019) and Critical Pedagogy (Ladson-Billings, 1995; Gay, 2010; Hammond, 2015; Paris, 2012). This study will examine the curriculum, supports and learning experiences provided for White preservice teachers from both the teacher educators’ and White preservice teachers’ perspectives. IRB approval was gained on January 10, 2024, before participant experiences were documented using semi-structured interviews; these transcripts will be triangulated using document analysis and classroom observations. This study is currently in the data collection phase and will be finalized by late April for defense. Preliminary data suggests WRID is a woven part of the curriculum and there are opportunities for White preservice teachers to question, analyze, and reflect on their pedagogical practices relative to social justice initiatives.