Can the Empire's Tools Ever Dismantle the Empire's House? Teacher Education and the Practice of Identifications

In this paper 1 have analyzed discourses in preservice education classrooms. The analysis is done in order to examine the complexities faced by professors who attempt to move away from using prescribed ethnic categories of identifications in their teaching. 1 argue that the struggle to assert one's identity as fluid and as drawn from multiple and changing social practices and desires is complex and often futile discourse. The classroom discourses of preservice students whose prior knowledge and experiences are congruent with practices facilitating marginality and white supremacy are most likely to marginalize progressive educators in general and people of colour in particular