Keywords – teacher preparation, school of education, structural racism, anti-racist practice
Article in Response to Controversy
Teaching for Social Justice in a Highly Politicized Historical Moment
Teacher education scholars serving five different teacher education license programs came together to collectively examine this question: What would it look like if a college of education took on the work of revealing and dismantling structural racism? Using Critical Consciousness theory, we analyzed how structural racism is embedded in teacher education on both a macro systems level and a micro program level. First, we discuss what we know about how institutionalized racism is prevalent within teacher preparation spaces. Then, we take a focused look at some of our programs within our own school of education. More specifically, we explored both how structural racism showed up in our individual programs and how we have each attempted to disrupt it in the areas of student recruitment, admissions, retention, faculty diversity, curriculum experiences, and exit assessments/criteria. We end with a potential roadmap for furthering our efforts to disrupt structural racism that emerged from our lessons learned.
Joseph, Tatiana; Brownson, Jennifer; Lize, Kristine; Drame, Elizabeth; and Owens, Laura
"A critically conscious analysis of institutionalized racism in teacher education: Imagining anti-racist teacher preparation spaces,"
Journal of Educational Controversy: Vol. 15:
1, Article 2.
Available at: https://cedar.wwu.edu/jec/vol15/iss1/2
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