Reconceptualizing Humanity and Solidarity in Teacher Education: Confronting and Transforming Its Structural Violence

Session Type: Symposium

Abstract

This symposium explores the relationship between critical, culturally, and community responsive pedagogy and teacher education. As a response to “socially toxic” educational and communal environments, we draw upon critical pedagogy (Duncan Andrade & Morrell, 2008; Freire, 1970), public health (Adelman, 2008; Akom, 2001; Bezruchka, 2006; Braveman, 2002; Jones, 2000), cultural relevance (Akom, 2003; Delpit, 1995; Howard, 2001; Ladson-Billings, 1994; Moll, Amanti, Neff, & Gonzalez, 1992), care (Noddings, 1992; Valenzuela, 1999) and personal experience to make the argument that teacher education must better contextualize history and pay closer attention to the research on health and culturally and community responsive pedagogy if we are going to prepare educators to meet the vast challenges of working in urban and poor communities.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 3: Focus on the Lives of Teachers (knowledge, thinking, dispositions, perspectives, ideology, reflective practice, and the moral dimensions of teaching)

Chair

• Ernest D. Morrell, Teachers College, Columbia University

Papers

• Benevolent Dictatorship: How Good Intentions Maintain the Status Quo - Tiffani Johnson, University of California - Berkeley

• Disrupting Dehumanization in Social Studies Classrooms: Engaging Racial Literacy and Humanizing Pedagogies in Teacher Education - Christina "V" Villarreal, Teachers College, Columbia University

• Solidarity Not Charity: Anticolonial Teacher Education - Patrick Camangian, University of San Francisco

Discussant

• David O. Stovall, University of Illinois at Chicago