(Il)legitimate Teacher Educators: Critical Race Testimonio as Pedagogical Resistance

• In Event: 14.044 - Roundtable Session 1
  In Roundtable Session: 14.044-24 - Praxis and Pedagogy: Creating Legitimacy Through Resistance

Abstract

Using Critical Race testimonio to explore the experiences of two Chicanx teacher educators in a majority white urban teacher preparation program, this paper presents an alternative to colorblind teacher education pedagogy. Documenting the perceived illegitimacy of our knowledges of urban education, we consider the epistemological violence done through such denial and avoidance of truths spoken by (former) students of color with the authority to disrupt those ideologies that maintain oppressive educational practices, conditions, and outcomes. We attend to the ways in which student centered pedagogy may center whiteness in teacher education programs, thus delimiting the very ends to which curricula and pedagogy aim.

Authors

• Theresa Burruel Stone, University of California - Berkeley

• Dinorah Sanchez Loza, The Ohio State University