Date of Graduation

Spring 5-16-2019

Document Type


Degree Name

Master of Arts in Human Rights Education (HRE)


School of Education


International and Multicultural Education (IME)

First Advisor

Colette Cann


This work attempts to understand and describe why some white teachers lean into anti-racist training and racial literacy development when many resist it. A qualitative case study with three white female educators explores what initially drew the participants into racial literacy work, how they have transformed their professional values and educational practices because of such work, and what aspects of the work they found to be most valuable in meaningfully engaging them. It describes the ways in which they embraced critical anti-racist work, specifically in regards to education and teaching practices. The findings may be valuable for future teacher educators to support white teachers in developing positive white racial identities, to recognize white racial privilege and power structures in the American public education system, to locate the historical contexts of race and racism in education, and to improve cross-cultural and cross-racial literacies.