Making the invisible visible: White preservice teachers explore social inequities with the Critical Web Reader
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Abstract
This study seeks to establish the role that empathy‐building practices can play in broadening perspectives of predominantly white, middle‐class teacher candidates. Using emergent coding and grounded theory, we investigate preservice teachers’ online analyses of websites about poverty statistics. Themes emerging from their participation with the Critical Web Reader1 included confronting ‘whiteness’ through a growing empathy, complicating their vision of America as the land of opportunity, and voicing insider/outsider clashes. We conclude by discussing the challenges inherent in social action resulting from the desire to make our world more equitable. We also note implications for teacher education, given the rich diversity of the US educational system.
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