ABSTRACT
As teacher educators of predominantly White preservice teachers who will teach in racially diverse school districts we are often confronted with students’ misconceptions of what to make of their future students’ race and culture. The above vignette is an example of a student who could not admit that she noticed skin color, let alone that race and culture need to be acknowledged. For her, acknowledgement of racial differences was a negative. Moreover, her thinking is in direct contrast to the foundation of how we teach our preservice teachers, that is: racial discourse is key to helping our students move from colorblindness to develop pedagogies that take into account race and culture.
