Toward Praxically Just Transformations: Interrupting Racism in Teacher Education

• In Event: 25.016 - Innovation in Teacher Education: Toward a Critical Reexamination

Abstract

Recognizing the importance of learning from experience, this mixed methods study critically problematizes how teacher educators position student teaching as pivotal in teacher education programs’ inability to prioritize racial equity. Through learnings from a survey of US university-based teacher educators who constructed student teaching placements in schools serving students of color as problems, this paper unveils how the concept of quality cloaks the re-production of racism in teacher education. Seeking to interrupt how teacher education is implicated in the re-production of racial inequities, a teacher educator partnered with public school teachers and engaged in Freirean culture circles. Implications point toward the need to problematize and interrupt ways in teacher education continues to foster racism and re-produce injustice.

Author

• Mariana Souto-Manning, Teachers College, Columbia University