Skip to main content

Main menu

  • Home
  • About
    • Description
    • Editorial Board
    • Review Process
    • Aims and Scope
    • Announcements
    • Contact Us
  • Content
    • Current Issue
    • Archive
  • For Authors
    • Guidelines for Authors
    • Submit
  • For Subscribers
    • Subscribe
    • Orders
    • Alerts
  • Resources
    • For Readers and Subscribers
    • Permissions
    • FAQs for Fall 2025

User menu

  • Login
  • My alerts

Search

  • Advanced search
A journal of Harvard Education Publishing Group
  • Login
  • My alerts

A journal of Harvard Education Publishing Group

Advanced Search

  • Home
  • About
    • Description
    • Editorial Board
    • Review Process
    • Aims and Scope
    • Announcements
    • Contact Us
  • Content
    • Current Issue
    • Archive
  • For Authors
    • Guidelines for Authors
    • Submit
  • For Subscribers
    • Subscribe
    • Orders
    • Alerts
  • Resources
    • For Readers and Subscribers
    • Permissions
    • FAQs for Fall 2025

Error message

  • Unable to create CTools CSS cache directory. Check the permissions on your files directory.
  • Unable to create CTools CSS cache directory. Check the permissions on your files directory.
  • Did not find sass auth token, checking tmp directory.
  • Getting new auth cookie, if you see this message a lot, tell someone!
Research Article

Blind Vision: Unlearning Racism in Teacher Education

Marilyn Cochran-Smith
Harvard Educational Review July 2000, 70 (2) 157-190; DOI: https://doi.org/10.17763/haer.70.2.e77x215054558564
Marilyn Cochran-Smith
  • Find this author on Google Scholar
  • Find this author on PubMed
  • Search for this author on this site
  • Article
  • Info & Metrics
  • References
  • PDF
Loading

References

  1. Apple, M. (1996). Cultural politics in education. New York: Teachers College Press.Cultural politics in education.
  2. Asante, M. (1991). The Afro-centric idea in education. Journal of Negro Education, 62, 170-180.The Afro-centric idea in education. Journal of Negro Education 62:170–180.
  3. Au, K., & Kawakami, A. (1994). Cultural congruence in instruction. In E. Hollins, J. King, & W. Hayman (Eds.), Teaching diverse population: Formulating a knowledge base (pp. 5-23). Albany: State University of New York Press.Cultural congruence in instruction. Teaching diverse population: Formulating a knowledge base, 5–23.
  4. Ballenger, C. (1992). Because you like us: The language of control. Harvard Educational Review, 62, 199-208.Because you like us: The language of control. Harvard Educational Review 62:199–208.
  5. Banks, L. (1981). The Indian in the cupboard. Garden City, NY: Doubleday.The Indian in the cupboard.
  6. Banks, L. (1986). The return of the Indian. Garden City, NY: Doubleday.The return of the Indian.
  7. Berthoff, A. (1987). The teacher as researcher. In D. Goswami & P. R. Stillman (Eds.), Reclaiming the classroom: Teacher research as an agency for change (pp. 28-48). Upper Montclair, NJ: Boynton/Cook.
  8. Britton, J. (1987). A quiet form of research. In D. Goswami & P. Stillman (Eds.), Reclaiming the classroom: Teacher research as an agency for change (pp. 13-19). Upper Montclair, NJ: Boynton/Cook.
  9. Britzman, D. (1991). Practice makes practice: A critical study of learning to teach. Albany: State University of New York Press.Practice makes practice: A critical study of learning to teach.
  10. Calkins, L. (1991). Living between the lines. Portsmouth, NH: Heinemann.Living between the lines.
  11. Calkins, L. (1994). The art of teaching writing. Portsmouth, NH: Heinemann.The art of teaching writing.
  12. Carini, P. (1986). Prospect's documentary process. Bennington, VT: Prospect School Center.Prospect's documentary process.
  13. Castenell, L., & Pinar, W. (Eds.). (1993). Understanding curriculum as racial text: Representations of identity and difference in education. Albany: State University of New York Press.Understanding curriculum as racial text: Representations of identity and difference in education.
  14. Cochran-Smith, M. (1991). Learning to teach against the grain. Harvard Educational Review, 51, 279-310.Learning to teach against the grain. Harvard Educational Review 51:279–310.
  15. Cochran-Smith, M. (1995a). Color blindness and basket making are not the answers: Confronting the dilemmas of race, culture, and language diversity in teacher education. American Educational Research Journal, 32, 493-522.
  16. Cochran-Smith, M. (1995b). Uncertain allies: Understanding the boundaries of race and teaching. Harvard Educational Review, 65, 541-570.Uncertain allies: Understanding the boundaries of race and teaching. Harvard Educational Review 65:541–570.
  17. Cochran-Smith, M. (1999). Learning to teach for social justice. In G. Griffin (Ed.), 98th yearbook of NSSE: Teacher education for a new century: Emerging perspectives, promising practices, and future possibilities. Chicago: University of Chicago Press.Learning to teach for social justice. 98th yearbook of NSSE: Teacher education for a new century: Emerging perspectives, promising practices, and future possibilities.
  18. Cochran-Smith, M., Dimattia, P., Dudley-Marling, C, Freedman, S., Friedman, A., Jackson, J., Jackson, R., Loftus, E, Mooney, J., Neisler, O., Peck, A., Pelletier, C, Pine, G., Scanlon, D., & Zollers, N. (1999, April). Seeking social justice: A teacher education faculty 's self study, year III. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal.
  19. Cochran-Smith, M., & Lytle, S. (1992). Communities for teacher research: Fringe or forefront. American Journal of Education, 100, 298-323.Communities for teacher research: Fringe or forefront. American Journal of Education 100:298–323.
  20. Cochran-Smith, M., & Lytle, S. (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.
  21. Cochran-Smith, M., & Lytle, S. (1998). Teacher research: The question that persists. International Journal of Leadership in Education, 1(1), 19-36.
  22. Cochran-Smith, M., & Lytle, S. (1999). Relationships of knowledge and practice: Teacher learning in communities. In A. Iran-Nejad & C. D. Pearson (Eds.), Review of research in education (vol. 24, pp. 251-307). Washington, DC: American Educational Research Association.
  23. Cole, A., & Knowles, J. (1998). The self-study of teacher education practices and the reform of teacher education. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 224-234). London: Falmer Press.The self-study of teacher education practices and the reform of teacher education. Reconceptualizing teaching practice: Self-study in teacher education, 224–234.
  24. Comer, J. (1989). Racism and the education of young children. Teachers College Record, 90, 352-361.Racism and the education of young children. Teachers College Record 90:352–361.
  25. Delpit, L. (1986). Skills and other dilemmas of a progressive Black educator. Harvard Educational Review, 56, 379-385.Skills and other dilemmas of a progressive Black educator. Harvard Educational Review 56:379–385.
  26. Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58, 280-298.The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review 58:280–298.
  27. Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York: New Press.Other people's children: Cultural conflict in the classroom.
  28. Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York: Free Press.Democracy and education: An introduction to the philosophy of education.
  29. Dudley-Marling, C. (1997). Living with uncertainty: The messy reality of classroom practice. Portsmouth, NH: Heinemann.Living with uncertainty: The messy reality of classroom practice.
  30. Dyson, A. (1987). The value of "time off-task": Young children's spontaneous talk and deliberate text. Harvard Educational Review, 57, 396-420.The value of "time off-task": Young children's spontaneous talk and deliberate text. Harvard Educational Review 57:396–420.
  31. Edelsky, C. (1986). Writing in a bilingual program. Norwood, NJ: Ablex.Writing in a bilingual program.
  32. Edelsky, C. (1990). Whose agenda is this anyway? A response to McKenna, Robinson, and Miller. Educational Researcher, 19(8), 3-6.Whose agenda is this anyway? A response to McKenna, Robinson, and Miller. Educational Researcher 19:3–6.
  33. Edelsky, C, Altwerger, B., & Flores, B. (1991). Whole language: What's the difference? Portsmouth, NH: Heinemann.Whole language: What's the difference?.
  34. Fine, M. (Ed.). (1994). Chartering urban school reform: Reflections on pubic high schools in the midst of change. New York: Teachers College Press.
  35. Foster, M. (1993). Educating for competence in community and culture: Exploring views of exemplary African-American teachers. Urban Education, 27, 370-394.Educating for competence in community and culture: Exploring views of exemplary African-American teachers. Urban Education 27:370–394.
  36. Foster, M. (1994). Effective Black teachers: A literature review. In E. Hollins, J. King, & W. Hayman (Eds.), Teaching diverse populations: Formulating a knowledge base (pp. 225-241). Albany: State University of New York Press.Effective Black teachers: A literature review. Teaching diverse populations: Formulating a knowledge base.
  37. Ginsberg, M., & Clift, R. (1990). The hidden curriculum of preservice teacher education. In R. W. Houston (Ed.), Handbook of research on teacher education (pp. 450-468). New York: MacWilliams.
  38. Giovanni, N. (1983). A journey. In Those who ride the night winds (p. 47) New York: William Morrow.
  39. Giroux, H. (1984). Rethinking the language of schooling. Language Arts, 61, 33-40.
  40. Giroux, H. (1988). Teachers as intellectuals Toward a pedagogy of learning. Westport, CT: Bergin & Garvey.Teachers as intellectuals Toward a pedagogy of learning.
  41. Gitlin, A. (Ed.). (1994). Power and method: Political activism and educational research. New York: Routledge.Power and method: Political activism and educational research.
  42. Goodman, K. (1988). Report card on basal readers. New York: Richard C. Owen.
  43. Goswami, P., & Stillman, P. (1987). Reclaiming the classroom: Teacher research as an agency for change. Upper Montclair, NJ: Boynton/Cook.
  44. Graves, D. (1983). Writing: Teachers and children at work Portsmouth, NH: Heinemann.Writing: Teachers and children at work.
  45. Hardy, B. (1978). Towards a poetics of fiction: An approach through narrative. In M. Meek & G. Barton (Eds.), The cool web (pp. 12-23). New York: Antheneum.Towards a poetics of fiction: An approach through narrative. The cool web, 12–23.
  46. Harris, V. (Ed.). (1993). Teaching multicultural literature in grades K-8. Norwood, MA: Christopher-Gordon.Teaching multicultural literature in grades K-8.
  47. Heath, S. (1982a). Questioning at home and at school: A comparative study. In G. Spindler (Ed.), Doing an ethnography of schooling (pp. 103-131). New York: Holt, Rinehart & Winston.Questioning at home and at school: A comparative study. Doing an ethnography of schooling, 103–131.
  48. Heath, S. (1982b). What no bedtime story means: Narrative skills at home and school. Language in Society, 11, 49-76.What no bedtime story means: Narrative skills at home and school. Language in Society 11:49–76.
  49. Hollins, E., King, J., & Hayman, W. (Eds.). (1994). Teaching diverse populations: Formulating a knowledge base. Albany: State University of New York Press.Teaching diverse populations: Formulating a knowledge base.
  50. hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.Teaching to transgress: Education as the practice of freedom.
  51. Irvine, J., (1990). Black students and school failure: Policies, practice and prescriptions. New York: Greenwood Press.Black students and school failure: Policies, practice and prescriptions.
  52. Irvine, J., & York, D. (1995). Learning styles and culturally diverse students: A literature review. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education. (pp. 494-497). New York: Macmillan.
  53. King, J. (1994). The purpose of schooling for African American children: Including cultural knowledge. In E. R. Hollins, J. E. King, & W. C. Hayman (Eds.), Teaching diverse populations: Formulating a knowledge base (pp. 25-56). Albany: State University of New York Press.The purpose of schooling for African American children: Including cultural knowledge. Teaching diverse populations: Formulating a knowledge base, 25–56.
  54. King, J., Hollins, E., & Hayman, W. (Eds.). (1997). Preparing teachers for cultural diversity. New York: Teachers College Press.Preparing teachers for cultural diversity.
  55. Kozol, J. (1991). Savage inequalities: Children in America's schools. New York: Crown.Savage inequalities: Children in America's schools.
  56. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African-American children. San Francisco: Jossey Bass.The dreamkeepers: Successful teachers of African-American children.
  57. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465-491.
  58. Lawrence, S., & Tatum, B. (1997). Teachers in transition: The impact of antiracist professional development on classroom practice. Teachers College Record, 99, 162-178.Teachers in transition: The impact of antiracist professional development on classroom practice. Teachers College Record 99:162–178.
  59. Leistyna, P., Woodrum, A., & Sherblom, S. A. (Eds.). (1996). Breaking free: The transformative power of critical pedagogy. Cambridge, MA: Harvard Educational Review.Breaking free: The transformative power of critical pedagogy.
  60. Lytle, S., & Cochran-Smith, M. (1992). Teacher research as a way of knowing. Harvard Educational Review, 62, 447-474.
  61. MacCann, D. (1993). Native Americans in books for the young. In V. Harris (Ed.), Teaching multicultural literature in grades K-8 (pp. 137-170). Norwood, MA: Christopher-Gordon.Native Americans in books for the young. Teaching multicultural literature in grades K-8, 137–170.
  62. McCarthy, C. (1990). Multicultural education, minorities, identities, textbooks, and the challenge of curriculum reform. Journal of Education, 172, 118-129.Multicultural education, minorities, identities, textbooks, and the challenge of curriculum reform. Journal of Education 172:118–129.
  63. McCarthy, C. (1993). Multicultural approaches to racial inequality in the United States. In L. A. Castenell & W. F. Pinar (Eds.), Understanding curriculum as racial text, (pp. 245-246). Albany: State University of New York Press.Multicultural approaches to racial inequality in the United States. Understanding curriculum as racial text, 245–246.
  64. McDonald, J. (1992). Teaching: Making sense of an uncertain craft New York: Teachers College Press.Teaching: Making sense of an uncertain craft.
  65. McIntosh, P. (1989). White privilege: Unpacking the invisible knapsack. Peace and Free-dom, 49(4), 10-12.
  66. Metzger, D. (1986). Circles of stories. Parabola, 4(4), 1-4.Circles of stories. Parabola 4:1–4.
  67. Mishler, E. (1986). Research interviewing: Context and marriage. Cambridge, MA: Harvard University Press.
  68. Moll, L., Amanti, C, Neff, D., Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31, 32-41.Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice 31:32–41.
  69. National Education Goals Panel. (1997). National education goals report. Washington, DC: Author.
  70. Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. New York: Teachers College Press.The light in their eyes: Creating multicultural learning communities.
  71. Noffke, S. (1997). Professional, personal, and political dimensions of action research. In M. Apple (Ed.), Review of research in education (pp. 305-343). Washington, DC: American Educational Research Association.
  72. Ogbu, J. (1978). Minority education and caste. New York: Academic Press.Minority education and caste.
  73. Paley, V. (1979). White teacher. Cambridge, MA: Harvard University Press.White teacher.
  74. Philadelphia Teachers Learning Cooperative. (1984). On becoming teacher experts: Buying time. Language Arts, 6, 731-735.
  75. Pincus, M. (1993). Following the paper trail. In M. Cochran-Smith & S. Lytle, Inside/outside: Teacher research and knowledge (pp. 249-255). New York: Teachers College Press.
  76. Quality Education for Minorities Project. (1990). Education that works: An action plan for the education of minorities. Cambridge, MA: Author.
  77. Rodriguez, A. (1998). What is (should be) the researcher's role in terms of agency? A question for the 21st century. Journal of Research in Science Teaching, 35, 963-965.
  78. Rose, M. (1989). Lives on the boundary. New York: Penguin.Lives on the boundary.
  79. Rosenberg, P. (1997). Underground discourses: Exploring Whiteness in teacher education. In M. Fine, L. Weis, L. Powell, & L. Wong (Eds.), Off-white: readings on race and power in society (pp. 79-86). New York: Routledge.Underground discourses: Exploring Whiteness in teacher education. Off-white: readings on race and power in society, 79–86.
  80. Rosenblatt, L. (1976). Literature as exploration. New York: Noble & Noble.Literature as exploration.
  81. Shannon, P. (1988). Merging literacy: Reading instruction in 20th century America. South Hadley, MA: Bergin & Garvey.Merging literacy: Reading instruction in 20th century America.
  82. Sleeter, C. (1992). Restructuring schools for multicultural education. Journal of Teacher Education, 43, 141-148.Restructuring schools for multicultural education. Journal of Teacher Education 43:141–148.
  83. Sleeter, C, & Grant, C. (1987). An analysis of multicultural education in the United States. Harvard Educational Review, 57, 421-444.An analysis of multicultural education in the United States. Harvard Educational Review 57:421–444.
  84. Slapin, B., & Seale, B. (1992). Through Indian eyes: The native experience in books for children. Philadelphia: New Society.Through Indian eyes: The native experience in books for children.
  85. Strieb, L. (1985). A (Philadelphia) teacher's journal. Grand Forks: North Dakota Study Group Center for Teaching and Learning.A (Philadelphia) teacher's journal.
  86. Tatum, B. (1992). Talking about race, learning about racism: The applications of racial identity development theory. Harvard Educational Review, 62, 1-24.Talking about race, learning about racism: The applications of racial identity development theory. Harvard Educational Review 62:1–24.
  87. Tatum, B. (1994). Teaching White students about racism: The search for White allies and the restoration of hope. Teachers College Record, 95, 462-476.Teaching White students about racism: The search for White allies and the restoration of hope. Teachers College Record 95:462–476.
  88. Tatum, B. (1997). "Why are all the Black kids sitting together in the cafeteria?" and other conversations about the development of racial identity. New York: Basic Books."Why are all the Black kids sitting together in the cafeteria"? and other conversations about the development of racial identity.
  89. Taxel, J. (1993) The politics of children's literature: Reflections on multiculturalism and Christopher Columbus. In V. Harris (Ed.), Teaching multicultural literature in grades K-8 (pp. 1-36). Norwood, MA: Christopher-Gordon.
  90. Thompson, B., & Tyagi, S. (Eds.). (1996). Names we call home: Autobiography on racial identity. New York: Routledge.Names we call home: Autobiography on racial identity.
  91. Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. Albany: State University of New York Press.Researching lived experience: Human science for an action sensitive pedagogy.
  92. Villegas, A. (1991). Culturally responsive pedagogy for the 1990s and beyond. Princeton, NJ: Educational Testing Service.Culturally responsive pedagogy for the 1990s and beyond.
  93. Waff, D. (1994). Romance in the classroom: Inviting discourse on gender and power. The Voice, 3(1), 7-14.Romance in the classroom: Inviting discourse on gender and power. The Voice 3:7–14.
PreviousNext
Back to top

In this issue

Harvard Educational Review
Vol. 70, Issue 2
1 Jul 2000
  • Table of Contents
  • Index by author
Download PDF
Email Article

Thank you for your interest in spreading the word on A journal of Harvard Education Publishing Group.

NOTE: We only request your email address so that the person you are recommending the page to knows that you wanted them to see it, and that it is not junk mail. We do not capture any email address.

Enter multiple addresses on separate lines or separate them with commas.
Blind Vision: Unlearning Racism in Teacher Education
(Your Name) has sent you a message from A journal of Harvard Education Publishing Group
(Your Name) thought you would like to see the A journal of Harvard Education Publishing Group web site.
Citation Tools
Blind Vision: Unlearning Racism in Teacher Education
Marilyn Cochran-Smith
Harvard Educational Review Jul 2000, 70 (2) 157-190; DOI: 10.17763/haer.70.2.e77x215054558564

Citation Manager Formats

  • BibTeX
  • Bookends
  • EasyBib
  • EndNote (tagged)
  • EndNote 8 (xml)
  • Medlars
  • Mendeley
  • Papers
  • RefWorks Tagged
  • Ref Manager
  • RIS
  • Zotero
Share
Blind Vision: Unlearning Racism in Teacher Education
Marilyn Cochran-Smith
Harvard Educational Review Jul 2000, 70 (2) 157-190; DOI: 10.17763/haer.70.2.e77x215054558564
Twitter logo Facebook logo Mendeley logo Bluesky logo
  • Tweet Widget
  • Facebook Like
  • Google Plus One
Bookmark this article

Jump to section

  • Article
  • Info & Metrics
  • References
  • PDF

Related Articles

  • No related articles found.
  • Google Scholar

Cited By...

  • No citing articles found.
  • Google Scholar

Similar Articles

Keywords

  • unlearning racism
  • race and racism
  • teacher education
  • racist assumptions
  • Facebook
  • LinkedIn
  • Instagram
  • Youtube
  • Follow herp on BlueSky

Harvard Education Press

  • About Harvard Education Press

Harvard Educational Review

  • Home
  • New Article

Connect

  • Contact Us

Site help

  • Privacy Policy
  • Terms and Conditions

Copyright

©2025 President and Fellows of Harvard College. All Rights Reserved
Powered by HighWire