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It draws on Critical Race Theory and Critical White Studies to show that “colorblindness” functions as a form of racism by sustaining racial inequality and masking White privilege. It analyzes rhetorical strategies of colorblindness, highlights early “contact-stage” responses, and describes how challenges to these beliefs can trigger resistance among White pre-service teachers.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/unlearning-colorblind-ideologies-in-education-class/603391/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/unlearning-colorblind-ideologies-in-education-class/603391.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why does the text say it is difficult to discuss race and racial issues in academic settings?","Question",{"text":111,"@type":112},"It argues that racial discussions are often avoided or minimized through either silence or distorted engagement, and researchers use critical frameworks to explain how this avoidance operates.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What do Critical Race Theory and Critical White Studies contribute to teaching about race?",{"text":116,"@type":112},"They challenge liberal discourses that rely on equal opportunity rhetoric, interrogate oppression and privilege, and help prospective teachers connect curriculum and pedagogy to institutional racism.",{"name":118,"@type":109,"acceptedAnswer":119},"How does the text describe “colorblind ideology” as a form of racism?",{"text":120,"@type":112},"It explains that colorblindness maintains and justifies the culture of power, presents itself as innocence, and sustains inequality through multiple rhetorical and ideological threads.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},603391,1792098080,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Unlearning Colorblind Ideologies in Education Class  \nBy Jung-ah Choi  \nJung-ah Choi is a professor with the College of Education at Governors State University, University Park, Illinois.  \nJournalist Ellis Cose (1993) cogently writes,“Racial discussions tend to be conducted at one of two levels—either in shouts or in whispers. The shouters are generally so twisted by pain or ignorance that spectators tune them out. The whisperers are so afraid of the sting of truth that they avoid saying much of anything at all”(p. 9) . This quote resonated with me. While teaching about racism and racial issues, I have often pondered: why isitso difficult to talk—not shout or whisper—about race and racial issues in academic settings? This question has been grappled with by a number ofresearchers and teacher educators (Goodman, 1998; Ladson-Billings, 1996; Nieto, 1998; Tatum, 1997, to name a few) who use Critical Race Theory (Ladson-Billings, 1997; Ladson-Billings & Tate, 1995) or Critical White studies (Marx, 2003; Scheurich, 1993; see also Sheets, 2000) to challenge liberal discourses about racism, to interrogate the system of racial oppression, power, and privilege. Critical Race Theory and Critical White studies have been introduced as part of teacher preparationprograms and have informed critical multicultural education by  \nallowing prospective teachers to examine curriculum and pedagogy in relation to institutional racism. Critical multicultural education poses a paradigmatic challenge to liberal discourse on race, i.e., colorblind ideology. For example, critical multicultural education brings the significance ofrace to the fore in its analysis of social relations (King, 1991; Ladson-Billings, 1997; Lewis, 2001; Sleeter, 1996) whereas liberal discourses tend to disguise racial inequality by employing the rhetoric of equal opportunity and fair treatment. Critical educators, particularly Critical Race pedagogues, critique colorblind ideology as tantamount to racism because it serves to maintain racial inequality. King (1991), for example, refers to colorblindness as“dysconscious racism” since colorblind ideology sustains and justifies the culture of power (see also, Delpit, 1988). Colorblind ideology constitutes a new racism in the era of political correctness and free market individualism (Bonilla-Silva, 1997; Carr, 1997) . Gordon (2005) writes,“Colorblindness is a bid for innocence, an attempt to escape our responsibility for our White privilege. By claiming innocence, we reconcile ourselves to racial irresponsibility”(p. 143) .  \nSociologists (Bonilla-Silva, 1997; Feagin, 1993; Frankenberg, 1993) also point out the pervasiveness of colorblind ideology in White people’s perspectivesand attitudes. Bonilla-Silva’s book, Racism without Racists, contains an extensive exploration of the rhetorical devices of colorblindness, arguing that colorblindness is manifest in several ideological threads present in discursive spaces: abstract liberalism (“affirmative action is unfair to White people”); naturalization (segregation is natural); cultural racism (“Mexicans do not put much efforts into education”); and minimization of race (“racism is a thing of the past”). Tatum (1994) explains that such colorblind reactions as “I am not a racist,” “I am not comfortable talking about race,” and “I do not have stereotypes or prejudices” occur at the early stage of White racial development (p. 404). In this early stage, which Tatum (1994) calls the “contact stage.” Whites rarely describe themselves as a part of a racial group and pay little attention to other races (p. 404) .  \nEducational researchers and teacher educators document instances in which discussions about race and racism have engendered opposition and resistance within White pre-service teachers (Case & Hemmings, 2005; Chavez, Chavez, & O’Donnell, 1998; Hytten & Warren, 2003; Solomon et al., 2005) . Ladson-Billings (1994) describes her own encounters with the rhetoric of colorblindness:  \nMy own","cbCainssN36CcxNu","https://ap.wps.com/l/cbCainssN36CcxNu","pdf",150487,"English","# Unlearning colorblind ideologies in education\n## Critical frameworks for race and racism\n## How colorblindness operates rhetorically\n## Resistance among pre-service teachers\n## Teaching race to colorblind audiences","[{\"question\":\"Why does the text say it is difficult to discuss race and racial issues in academic settings?\",\"answer\":\"It argues that racial discussions are often avoided or minimized through either silence or distorted engagement, and researchers use critical frameworks to explain how this avoidance operates.\"},{\"question\":\"What do Critical Race Theory and Critical White Studies contribute to teaching about race?\",\"answer\":\"They challenge liberal discourses that rely on equal opportunity rhetoric, interrogate oppression and privilege, and help prospective teachers connect curriculum and pedagogy to institutional racism.\"},{\"question\":\"How does the text describe “colorblind ideology” as a form of racism?\",\"answer\":\"It explains that colorblindness maintains and justifies the culture of power, presents itself as innocence, and sustains inequality through multiple rhetorical and ideological threads.\"}]","Unlearning Colorblind Ideologies in Education Class | PDF",1792096169,48]