Abstract

The presented study reveals the theorized assertion that teachers indirectly perpetuate white privilege and reinforce quasi-fascist democratic societal infrastructures. The exploration profiled posits how teacher education preparedness reflects that; exiting teachers lack the capacity to productively address racial issues. Resultantly, teacher majorities are ill equipped to sufficiently initiate racial consciousness dialogue towards focused advocacy efforts characteristic of shared reconstruction. The correlating thoughts and concepts for improving racial identity awareness analyzed demonstrate that strategies for activating multicultural edification that challenge racial discernment failings can be actualized. The discourse offers enlightenment for educators and associates emphasizing the urgency to deconstruct inequitable practices and inform about and promote racial identity initiatives that dismantle the dogma of invasive white privileged hegemony.