Using Critical Race Theory, Paulo Freire’s Problem-Posing Method, and Case Study Research to Confront Race and Racism in Education

In this article, the authors use critical race theory (CRT), Paulo Freire’s problem-posing method, and case study research to introduce an alternative instructional and pedagogical methodology in teacher education. These approaches attempt to get at deep-rooted ideologies by creating a space in a social foundations course for teacher candidates to unlearn their stereotypical knowledge of race while analyzing and theorizing what it means to teach a diverse student population. When using such a methodology, the authors recommend that teacher candidates have access to a variety of cultural immersion and field experiences in communities of color. These experiences are critical to learning why they should and how they can talk about race and racism.