ABSTRACT
Using the concept of expansive learning coupled with theories developed within critical Whiteness studies (CWS), this chapter analyzes how a group of White preservice teachers experienced their teacher education program in relation to their interpretations of diversity and culturally relevant pedagogy. All participants attended the same program at a large public university in the Mid-Atlantic United States. This work contributes to scholarship in both Canada and the United States by adding nuance to the work of scholars who show how Whiteness is often re-centered in teacher education programs. Specifically, results show participants stating the importance of diversity and culturally relevant pedagogy while simultaneously deeming the pedagogy unnecessary to consider when planning for their future teaching practice.
