antiracist pedagogy, book club, identity, literature instruction, preservice teachers
Article in Response to Controversy
Teaching for Social Justice in a Highly Politicized Historical Moment
This manuscript explores the stories both read and told by graduate students and preservice teachers in an antiracist teaching book club. Thinking with critical and engaged pedagogy, the researchers use narrative inquiry to explore how the book club supported White female preservice teachers’ understandings of antiracist pedagogy in English language arts classrooms. The themes that the authors explore through these narratives include the ways that both teacher and student identities are at the forefront of enacting antiracist pedagogy, how teachers receive and seek support for implementing antiracist pedagogy, and what pedagogical decisions are needed when intentionally planning to engage with antiracist pedagogy in ELA classes.
Ervin, Jennifer and Gannon, Madison
"Stories Read and Told in an Antiracist Teaching Book Club,"
Journal of Educational Controversy: Vol. 15:
1, Article 5.
Available at: https://cedar.wwu.edu/jec/vol15/iss1/5
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