Learning Along the Way: Novice Teachers' Reflections on Developing Critical Race Praxis in Urban Schools
Document Type
Journal Article
Role
Author
Published In
Urban Education
Publication Date
8-8-2026
Abstract
This qualitative study investigates how former teacher candidates, trained in critical race inquiry as undergraduates, conceptualize and enact race consciousness and racial literacy in their early years of in-service teaching. Grounded in Critical Race Praxis and Racial Literacy, the study explores how novice teachers develop and sustain identities committed to racial justice amidst the complexities of classroom practice. Through reflective narratives and mapping, the findings illuminate three interrelated conditions-consciousness, concern, and commitment-that support teachers' development of critical race praxis. This study offers participants' lessons learned as encouragement for teacher preparation programs to design opportunities explicitly preparing teachers to teach for racial justice.
Suggested Citation
Wilson, Chanelle E. (Education). (2026). "Learning Along the Way: Novice Teachers’ Reflections on Developing Critical Race Praxis in Urban Schools." Urban Education. https://doi.org/10.1177/00420859261474240
