ABSTRACT
Jeremy, a White American male in his early twenties, had just completed the summer semester of a one-year urban teacher preparation program. The initial script-writing exercise and subsequent class discussion revealed the interns' hegemonic understandings and colorblind ideologies. The interns' colorblind discourse took on frames of "minimization of race" and "cultural racism". In her study looking at White, female, preservice teachers in their twenties, Picower found her participants were often operating from a place of fearing people of Color, particularly African Americans, and that White people often see themselves as the victims of racism. The ever-present nature of racism means hegemonic ideology not only influences K-12 teaching and learning, but the author's university classroom as well. His intellectual being sought to patiently help Jeremy analyze his conceptions of institutional racism and to enlighten him on our country's preservation of state violence on Black bodies.
