Citation

St. Denis V, Schick C. Alta. J. Educ. Res. 2003; 49(1): 55-69.

Copyright

(Copyright © 2003, University of Alberta)

DOI

unavailable

PMID

unavailable

Abstract

Two Aboriginal and White educators co-developed and taught an integrated anti-racist course for predominantly White preservice teachers in Saskatchewan. Analysis of student comments yielded three common ideological assumptions contributing to student resistance: race doesn't matter; everyone has equal opportunity; and one's individual acts and good intentions can secure innocence as well as superiority. Strategies for countering such beliefs are discussed.