Resisting Resistance: Understanding, Exploring, and Dismantling Resistance in Teacher Educator Preparation

• In Event: Multicultural/Multiethnic Education: Perspectives on Teacher Education

Abstract

This study highlights various forms of rationalizations that pre-service teacher candidates use to diminish social injustices in a diversity course. Given the challenges of teaching in the 21st century, particularly persistent achievement gaps between white and non-white peer groups, differences between teachers from dominant identity groups and students from minority identity groups, and budgetary challenges facing school districts that lead to larger class sizes and diminished supports for new teachers this session looks to explore how pre-service teacher resistance to social justice impacts the landscape of teacher preparation. Further the session delineates strategies implemented to move students beyond rationalizations.

Authors

• Kenneth James Fasching-Varner, Louisiana State University

• Shirley N. Mthethwa-Sommers, Nazareth College

• Christine Clark, University of Nevada - Las Vegas

• Mark Brimhall-Vargas, University of Maryland - College Park