Embodying Humanizing Pedagogy in a Multicultural Teacher Education Course at a Predominantly White Institution

• In Event: Moscone Center West Roundtable Session 7
  In Roundtable Session: Identity Exploration for Humanizing Pedagogy in Teacher Education

Abstract

Many U.S. teacher education programs (TEPs) have assumed a social-justice orientation yet are fraught with Whiteness. One way this is manifested is through programmatic offer of a single multicultural education course throughout teacher candidates' (TCs) duration of study. Within these limited coursework, teacher educators (TEs) may sometimes unintentionally perpetuate social stereotypes about communities of color. Using humanizing pedagogy (Carter Andrews et al., 2019) as a conceptual framework, the author illustrates how to embody this pedagogical paradigm in a multicultural teacher education course at a predominantly White institution. Implications include how the embodiment and enactment of humanizing pedagogy can help TEs and TCs collectively challenge power, privilege, and White supremacy entrenched in many TEPs, and revive the soul of teacher education.

Author

• Lin Wu, University of Washington-Seattle