Race Matters: Cultivating Equity Literacy and Racial Literacy Through Critical Inquiry With Preservice Teachers

• In Event: The Racial Literacy Framework: Cultivating Racial Understanding and Teacher Education for Racial Justice

Abstract

Traditional pre-service Elementary Teacher Education programs superficially expose future teachers to topics of race and equity. Teacher candidates, however, participate in field placements where are they immersed in inner-city schools that serve financially disadvantaged children, who are primarily students of color. The racial dynamics that teacher candidates are surrounded by, and the inequities that they observe, present several teachable moments. Yet, teacher candidates are not able to capitalize on these opportunities, unguided.
To effectively prepare teacher candidates to work with diverse student populations in urban schools requires learning experiences that allow them to explore and understand their own ethnic and racial identities, potential prejudices, and implicit biases. This will allow them to more clearly view their students, their classroom interactions, and their students’ families from different perspectives (Darling-Hammond, 2006; Ladson-Billings, 2001; Marx, 2006; Tatum, 2003). Teacher candidates who engage in critical inquiry (Cochran-Smith, 1997; Michael, 2014) and critical reflection (Howard, 2003) in their urban classrooms may develop increased equity literacy (Gorski & Swalwell, 2015) and racial literacy (Stevenson, 2014; Twine, 2004) as a result of their involvement in this work. Acknowledging the importance of understanding race and its implications in classrooms (Howard, 2003; Michael, 2014) is seen as a foundational building block for teacher candidates who serve in urban schools.
This qualitative study guided participants (N=9) through an inquiry cycle process (Bruce & Bishop, 2002) where they investigated self-discovered areas for inquiry, from a race and equity lens. Eight of the nine candidates identified as White women, with one African-American woman. Each participant engaged in inquiry during their student teaching field placement. The researcher served as the inquiry facilitator, leading inquiry group meetings and providing individualized support to teacher candidates throughout the semester. This pre-professional development series began with an equity orientation session, convened four times throughout the semester, and culminated with individual exit interviews.
At the conclusion of this study, teacher candidates reported an increased awareness of issues of race and equity in schools and society. They recognized discussions of race as a necessity of public education, though not all candidates were yet comfortable initiating race-related conversations. In line with this year’s conference theme, the teacher candidates saw their own awareness of racial and equity issues as a possibility to more fully support their students and help them achieve their dreams. All teacher candidate participants expressed some level of personal growth regarding race and equity.
The racial literacy of future educators must be addressed, as the diversity in our nation’s schools will continue to increase, and P–12 students deserve educators with the necessary skills to create learning environments responsive to their needs. Critical race inquiry is essential to the national discourse on teacher preparation, and this work demonstrates the power of critical inquiry to afford teacher candidates the space to grapple with tough conversations about race and equity that should influence their thinking and lead to a shift in their practices.

Author

• Chanelle Wilson-Poe, University of Delaware