Building Racial Literacy With Preservice Teachers

• In Event: 30.080 - Roundtable Session 10
  In Roundtable Session: 30.080-12 - Race, Teaching, and Learning

Abstract

Racial literacy as a conceptual framework provides a vocabulary and a set of tools to help individuals interpret how race and racism interact with education and it promotes engagement of racial themes into curricular and pedagogical projects and approaches. The purpose of this qualitative study is to address how teacher education candidates in three undergraduate education courses respond to pedagogical interventions that seek to develop their racial literacy and to explore the dimensions of racial literacy that are evident in the ways teacher candidates understand and discuss curriculum and pedagogical approaches. We argue that a more generous, productive conception of teacher candidates’ movement through race work can promote continued engagement by teacher candidates with efforts to develop their racial literacy.

Authors

• Rosalie Rolon-Dow, University of Delaware

• Jill Ewing Flynn, University of Delaware

• Hilary Mead, University of Delaware

• Lynn Worden