Reconceptualizing Social Justice in Teacher Education: Moving to Anti-racist Pedagogy

Description

This edited volume explores and extends themes in contemporary educational research on teacher preparation and the evolution in social justice education to antiracist pedagogy. These times call for teacher education to reconsider how the work devoted to social justice is explicit and intentional about its commitment to a racially just society. What does it mean for teacher education to seize this moment to confront racism and inequities that continue to perpetuate in society and school? The book highlights efforts that are being augmented to prepare teacher candidates and future faculty to address systemic racism in their teaching practices.  Prologue References Contents Notes on Contributors List of Figures List of Tables Part I: Laying the Foundation and Shifting Frames in Teacher Education Chapter 1: A Deep Dive: Reconceptualizing Social Justice in Teacher Education Literature Review Teacher Education Programs: Integrating Social Justice in PCK From Essentializing to Intersectionality to Ground Social Justice in Teacher Education Furthering the Work of Social Justice Dispositions in Teacher Education Historical Evolution of Multicultural Education to Social Justice Critical Pedagogy: Developing Learners for Democracy and Social Change Supporting Diverse Learners in Schools: Culturally Relevant Pedagogy Conclusion: Beyond Critical and Cultural Relevant Pedagogy to Anti-racist Pedagogy References Chapter 2: Envisioning Spaces of Anti-racist Pedagogy in Teacher Education Programs Introduction: Setting the Context Positionality Critical Race Theory in Education What Are We Doing? Colleges and Universities Cautiously Rise to the Challenge De-centering Whiteness Teaching Through White Guilt Moving Forward: Strategic Empathy and Anti-racist Pedagogy Continuing the Work Conclusion References Chapter 3: Becoming a Culturally Relevant and Sustaining Educator (CRSE): White Pre-service Teachers, Reflexivity, and the Development of Self Introduction Problem: The Case for CRSE Theoretical Framework: Culturally Relevant and Sustaining Education (CRSE) Modes of Inquiry Participant Observation Artifactual Collection Interviews Becoming Culturally Relevant and Sustaining Educators: Participants’ Perspectives Participants Nikki Jeremy Nessa Findings White Educators Must Be Self-Reflexive in Their Work Toward Becoming CRSE Educators The Process of Enacting CRSE Practices Can Be Isolating and Lonely There Is No Immediate Reward for This Work Conclusion References Part II: Disrupting Teaching and Learning for Emancipatory Practices Chapter 4: Diversity-in-Action: From Data to Doing The Time and Place of Diversity-in-Action (DIA) at Rowan University Diversity-in-Action (DIA) Current Context at Rowan University Event That Disrupted Diversity Committee #1 Event That Disrupted Diversity Committee #2 Event That Disrupted Diversity Committee #3 First Steps: From Faculty Diversity Committee to Diversity-in-Action Diversity in Action in Action #1—C4: Coffee, Critical Conversations, and Community Diversity in Action in Action #2: Clarifying and Providing Resources to Support DIA’s Vision Diversity in Action in Action #3: Perpetual Learning to Inform our Actions Diversity in Action Moving Forward References Chapter 5: On “Ceding Space”: Pushing Back on Idealized Whiteness to Foster Freedom for Students of Color Emancipatory and Antiracist Pedagogy and Teaching Whiteness as Goodness, Smartness, and Success White Performative Emotions Undermining Antiracist and Emancipatory Pedagogies White Fear White Wokeness Antiracist and Emancipatory Pedagogies and Practices in Action Concluding Thoughts References Chapter 6: Beyond Teaching Racial Content: Antiracist Pedagogy as Implementing Antiracist Practices Pedagogies and Impact of Social and Political Contexts What Is Antiracist Pedagogy? Why Antiracist Pedagogy? References Part III: Curricula Revitalization for Preparing Today’s Pre-Service Teachers Chapter 7: The Stories We Teach By: The Use of Storytelling to Support Anti-racist Pedagogy Context of Our Journey Teaching Fellows Theoretical Frames How We Come to Know Ourselves Stephanie’s Story Brie’s Story Zalphia’s Story Common Threads The Stories We Tell How We Tell Our Stories Personal Experience Stories Letters to Students How We Tell Others’ Stories Children’s Literature Reading Memoir Leveraging Technology in Humanizing Ways Conclusion References Chapter 8: OutCasting Teacher Education: Abolishing Caste-Maintaining Practices in Teacher Education Programs A world without caste would set everyone free-Isabel Wilkerson Reflections on the Dual Pandemics of 2020: My Impetus for Examining Caste in Teacher Education Revisiting the American Race-Based Caste System Caste in Education How Is Caste Upheld in Teacher Education? OutCasting Teacher Education Charting a Path to Freedom from Caste References Chapter 9: A New Paradigm for Preparing Teachers of Black Males Introduction Understanding the Complexity of Black Male Identity Calling out Anti-black Racism Social Justice and Teacher Education Teacher Learning & Talking Race Conclusion References Part IV: Anchoring Field Experience/Clinical Practice: Leveraging School-Family-Community Connections Chapter 10: Growing in Understanding of Ourselves and Each Other: Preparing Teachers for Anti-racist Classrooms Through Connections to the Field Institute for Urban Education Previous Studies Study Results and Fieldwork Conclusion References Chapter 11: Developing Culturally Responsive Anti-racist Activists My Activist Self My Activist Self Theoretical Frameworks Methods Urban Teacher Academy Instructional Model Seminars Urban Teacher Academy Professional Education Course Field Experience Graduate Support Reimagining of UTA Our Actions Infusing Activism into UTA Lessons Learned Decentering Whiteness Teachers as Social Justice Advocates Creating Inclusive Spaces Anti-racist Teachers Advocacy and Voice Conclusions References Chapter 12: The Role of Anti-racist Pedagogy and Practices in Professional Development Schools Introduction PDS Partnerships and the four Non-negotiables Reconceptualizing Anti-racism in School-University Partnerships The Role of Anti-racist Pedagogy and Practice: Voices from the Field Madji’s Story: Western Valley School Dan and Cathy’s Stories: South Atlantic Middle School Dan’s Story Cathy’s Story Brent and Casey’s Stories: Northeastern School Brent’s Beginnings Casey’s Beginnings Conclusion References Chapter 13: Working Toward Anti-racist Teacher Preparation: Clinical Experiences in Urban Schools Introduction Urban Teacher Education Programs and Clinical Experiences Asset-Based Framing of Teacher Education The Research Study Methods Participants and Procedures Data Sources and Analysis What We Found Creating Bridges Between Coursework and Fieldwork Building Relationships with Students Lesson Planning and Instruction School Placement Context Equity-Focused Coursework Was Not Enough: TCs’ Perceptions of Limited Pedagogical Development Discussion and Implications Assignments and Field Experiences for Urban TEP Urban Teacher Education Assignments Identity Chart and Implicit Bias Activities Community and School Asset Mapping Integrated Multidisciplinary Lesson Plans Field-Based Experiences Developing Norms and Class Expectations Collaboratively with Students Ongoing Critical Reflections of Teaching Practices Creating Authentic Assessments with Students Resource Analysis Audit Providing Opportunities for Students to Question and Critique Assignments, Assessments, Readings, and so on Find Ways to Include Community in Curriculum Creating Lesson Plan Templates and Observation Protocol to Promote Anti-racist Teaching Final Thoughts References Epilogue References Index