Teacher Education, Race, Curriculum Moves, and Community: Where Do We Go From Here?

Session Type: Invited Speaker Session

Abstract

This session critiques current teacher education structures and policies that influence who is recruited and supported in teacher education programs, how teachers are educated, what they learn, and whose knowledge is centralized in building a sustained knowledge base for teachers. Specifically, Sleeter discusses organizational structures that hinder a more diverse teaching force; Zeichner and Lee address common curriculum features that could/should draw from community knowledge; Murrell documents the practical wisdom of parents and teachers as they engage in collaborative inquiry to improve schools; Alvarez, Delale-O’Connor, Farinde, and Murray discuss findings from an emergent teacher education program with aims to prepare teachers for teaching in urban schools. Collectively, participants consider curriculum innovation to advance national discourse and reform in teacher education.

Sub Unit

• Division K - Teaching and Teacher Education

Chair

• Rich Milner, University of Pittsburgh

Papers

• Critical Race Theory and the Whiteness of Teacher Education - Christine E. Sleeter, California State University - Monterey Bay

• Cultivating Practical Wisdom in Community Contexts - Peter C. Murrell, Loyola University Maryland

• The Role of Local Communities in Implementing a Diversity Curriculum for Teacher Education - Kenneth M Zeichner, University of Washington - Seattle

• Emergent Curriculum Reform Practices: Implications for Teacher Education Policy - Adam Alvarez, University of Pittsburgh; Lori Ann Delale-O'Connor, University of Pittsburgh; Abiola A. Farinde, University of Pittsburgh; Ira Murray, University of Pittsburgh

Discussant

• Tyrone C. Howard, University of California - Los Angeles