157). In How White Teachers Construct Race, Sleeter (1993) argues that teachers themselves bring issues of race to the classroom, echoing the life history construction that Jupp (2013) examines in his work. In a very asserting stance, Sleeter (1993) suggest that “a predominantly white teaching force in a racist and multicultural society is not good for anyone, if we wish to have schools reverse rather than reproduce racism” (p. 157). Moreover, education alone cannot provide a solution, given the basic race domination that is propagated in consequence of institutions being white dominated (Sleeter, 1993, p. 158). This provides a conundrum, or what I view as a cycle, where the white race holds access to and defines the system, essentially determining what is acceptable for that system, and thus institutionally prevent access to the system by minority
157). In How White Teachers Construct Race, Sleeter (1993) argues that teachers themselves bring issues of race to the classroom, echoing the life history construction that Jupp (2013) examines in his work. In a very asserting stance, Sleeter (1993) suggest that “a predominantly white teaching force in a racist and multicultural society is not good for anyone, if we wish to have schools reverse rather than reproduce racism” (p. 157). Moreover, education alone cannot provide a solution, given the basic race domination that is propagated in consequence of institutions being white dominated (Sleeter, 1993, p. 158). This provides a conundrum, or what I view as a cycle, where the white race holds access to and defines the system, essentially determining what is acceptable for that system, and thus institutionally prevent access to the system by minority