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

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