Student Influences on the Teacher Identities and Emancipatory Pedagogies of Teacher Educators of Color

• In Event: Who Is Teaching Our Teachers? Teacher Educators' Identity, Positionality, and Responsibility

Abstract

This inquiry explores the impact that teaching cohorts largely comprised of students of Color (critical mass cohorts – CMCs) has on the identities of teacher educators of Color and their enactment of emancipatory pedagogies and praxis. This work draws from narratives of seven teacher educators of Color across various CMC cohorts. Through these narratives we explore themes related to how teaching CMCs influences who we are and how we think about our practice. Narratives by teacher educators of Color about their experiences with teaching CMCs provide new understandings for how to disrupt injustice and racism often perpetuated in teacher education programs.

Authors

• Tambra O. Jackson, Indiana University - IUPUI

• Natasha Flowers, Indiana University - Purdue University at Indianapolis

• Cristina C. Santamaria Graff, Indiana University - Purdue University at Indianapolis

• Teresa Sosa, Indiana University - IUPUI

• Kara M Taylor, Indiana University Purdue University Indianapolis

• Lasana D. Kazembe, Indiana University - IUPUI

• Cleveland Hayes, Indiana University - Purdue University Indianapolis