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Session Type: Symposium
This symposium works to explore the potential and impact of creating critical and anti-oppressive (Kumashiro, 2000) alternative spaces within traditional teacher education as an important dimension of public education. The papers in this symposium explore the ways that teacher educators – and students – within teacher education have worked to structure, develop, and protect alternative spaces that center the experiences of traditionally marginalized teacher education students, explicitly engage with issues of racialized, classed, linguicized, gendered, and sexualized power, and highlight the inherent contradictions and shortcomings of normative structures and spaces in traditional teacher education.
Transforming Teacher Candidates' Understandings and Experiences of Racialization and Teaching Identities Through Race-Based Affinity Groups - Manka M. Varghese, University of Washington; Julia R. Daniels, University of Washington - Seattle; Caryn C. Park, Antioch University - Seattle
"Education Without Boundaries": Human Rights, Teacher Education, and Literacy Pedagogy - Gerald Campano, University of Pennsylvania
Integrating Learning Experiences With a Community Organization to Support Prospective Teachers of Ethnic Studies - Thomas M. Philip, University of California - Los Angeles; Kevin Armenta; Li'i' Furumoto; Edward Flores, Advancing Justice - Los Angeles; Darlene Lee; Emma D. Hipolito, University of California – Los Angeles
Designing for Critical-Affective Pedagogies in Practice-Based Models of Teacher Education - Elizabeth M. Dutro, University of Colorado Boulder; Ashley Cartun, University of Colorado - Boulder; Ellie Haberl, University of Colorado - Boulder