Wie sprechen angehende Englischlehrer:innen über (potenziell problematische) Unterrichtsinhalte?

<gd:p>Racism is a structuring element of society impacting schools and English language education, including teaching materials. Critical anti-racism can thus be considered a necessary, subjectspecific professional competence that aims at enabling teachers to recognize, classify and respond appropriately to racism. In the context of a seminar which, in addition to a theoretical introduction to anti-racism, includes practical phases of critical anti-racist textbook analysis and recurring moments of reflecting one’s own positionality and involvement in racist practices, we initiated group discussions. These were analyzed with reconstructive methods grounded in knowledge sociology limiting the scope to a reconstructive perspective. This shifts the focus away from what the students talk about to how they talk about it on a meta-conceptual level. Based on the findings, we suggest (possible) implications for the design of critical foreign language teacher education.</gd:p>