Revolutionary Incrementalists or Collaborators? Designs, Arguments, and Theorizing for Decolonizing Teacher Education

• In Event: 43.079 - Sheraton Roundtable Session Six - Grand Centre
  In Roundtable Session: 43.079-8 - Critical Issues in Teacher Education, Literacy, and Communication

Abstract

This paper theorizes the education of new critically-conscious teacher candidates and explores efforts at institutionalizing transformative approaches to racial justice and radical equity in teacher education. Teacher educators responding to the call for disruptions of school-based inequities and the persistent ‘unbearable whiteness of schooling’ (Leonardo, 2013) explore models of inquiry reflecting anti-colonial theories as central to teacher learning, but also process tensions in the institutionalization of practices that intend to disrupt the hegemonic racism of institutions. This paper explores these teachable tensions amid reflexive practices that expose racism and inequities of education in the U.S. While developing anti-imperialist frameworks for teacher education contributes to the disruption of neo-colonialist policies, it simultaneously presents the threat of hegemonic reification of those structures.

Author

• Victoria F. Trinder, University of Illinois at Chicago