It's Complicated: Multiracial Preservice Teachers and White Supervising Teachers in American History Classrooms

• In Event: 68.061 - Roundtable Session 30
  In Roundtable Session: 68.061-12 - Recentering Children, Multiracial Preservice Teachers, Race, and Small Schools in Educational Research

Abstract

This paper interrogates the meaning of “effective mentoring” for multiracial pre-service teachers. By using curriculum theory informed by Critical Race Theory, the authors center the continually constructed(ing) identities of multiracial preservice teachers and their White cooperating teachers, attending closely to the impact of curriculum as racial construction in American History classrooms. The authors identify complex considerations for preparing multiracial preservice teachers to enter racially contested classrooms and for preparing White cooperating teachers (CTs) for mentorship.

Authors

• Anna Bost Pennell, Guilford College

• Jocelyn Foshay, Guilford College