English Language Arts Teachers and Whiteness: Barriers to Teacher Agency Development

• In Event: Moscone Center West Roundtable Session 5
  In Roundtable Session: #TeachingSoWhite: Examining Teachers, Teaching, and Contexts of Whiteness in Education

Abstract

The purpose of this study was to examine the ways PSTs transfer their developing agentive identities, from the teacher education context, to secondary ELA contexts and classrooms and to bring to light any barriers preventing such transfer. This paper shares the findings from a case study examining the experiences of six ELA PSTs as they worked to discuss traditional literature instruction and the canon. Data analysis revealed that the PSTs were able to develop a theoretical agency in the teacher education context but struggled to transfer that agency. Among the barriers contributing to this struggle were manifestations of Whiteness. The findings suggest the need to make agency development and critical Whiteness study important components of ELA teacher education.

Author

• Mike P Cook, Auburn University