ABSTRACT This study examines the responses of pre-service teachers (PSTs) to the young adult novel All American Boys in light of their viewing the 2016 documentary 13th. In this paper, I use anti-racist English education scholarship to discuss how these two texts helped PSTs ‘refuse to start with secondly.’ I examine how Adichie’s concept of ‘refusing secondly’ within readings of literature both affords and constrains the anti-racist possibilities of literature teacher preparation courses. Using qualitative methodologies, I analysed student reflections, recorded class discussions, and co-constructed class documents. Students connected the historical and the contemporary in considerations of race and racism. They also implicated societal institutions before situating themselves within the continuing legacies of race and racism. These findings demonstrate the ways that ‘refusing secondly’ may offer space for PSTs and teacher educators to use literature to navigate the continuous and indeterminate process of becoming more anti-racist.

中文翻译：

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“我不敢相信我没有在学校学过这个”：“第二次拒绝”作为反种族主义的英语教育框架

摘要 本研究调查了职前教师 (PST) 对年轻成人小说《全美男孩》(All American Boys) 观看 2016 年第 13 期纪录片的反应。在这篇论文中，我使用反种族主义的英语教育奖学金来讨论这两个文本如何帮助 PSTs“拒绝从第二个开始”。我研究了 Adichie 在文学阅读中“拒绝其次”的概念如何既提供又限制了文学教师预备课程的反种族主义可能性。我使用定性方法分析学生的反思、记录课堂讨论和共同构建的课堂文件。学生在考虑种族和种族主义的情况下将历史和当代联系起来。在将自己置于种族和种族主义的持续遗产中之前，他们还牵连了社会机构。