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008			201223b ||||| |||| 00| 0 eng d
100			_aCrowley, Ryan _935371
245			_aWhite Teachers, Racial Privilege, and the Sociological Imagination
260			_bSage, _c2019.
300			_aVol 54, Issue 10, 2019 (1462-1488 p.)
520			_aThe author draws from critical Whiteness studies and the sociological imagination to show how three White preservice teachers in an urban education program used personal experiences with racial privilege to understand structural racism. These stories depart from portrayals of race-evasive White teachers who struggle to engage with critical perspectives on race and racism. The participants’ stories—which openly critique meritocracy and color blindness—not only demonstrate possibility, but they also raise concerns about the use of personal experience by dominant groups and note how considerations of White privilege do not necessarily lead to an understanding of how one is complicit in the reproduction of White supremacy.
650			_aWhiteness, _934285
650			_aracism, _935372
650			_ateacher education, _935373
650			_a antiracism, _934340
650			_aWhite complicity _930627
773	0		_010959 _915474 _dSage, 2019. _tUrban education
856			_uhttps://doi.org/10.1177/0042085916656901
942			_2ddc _cART