Reconceptualizing Humanization, Social Reproduction, and Social Transformation in Teacher Education: Transforming Schooling's Structural Violence

Session Type: Symposium

Abstract

This symposium explores the relationship between critical, culturally, and community responsive pedagogy and teacher education at a San Francisco Bay Area university. As a response to “socially toxic” educational and communal environments, we draw upon critical pedagogy (Duncan Andrade & Morrell, 2008; Freire, 1970), public health (Adelman, 2008; Akom, 2001; Bezruchka, 2006; Braveman, 2002; Jones, 2000), cultural relevance (Akom, 2003; Delpit, 1995; Howard, 2001; Ladson-Billings, 1994), care (Noddings, 1992; Valenzuela, 1999) and personal experience to make the argument that teacher education must better contextualize history and pay closer attention to the research on health and culturally and community responsive pedagogy if we are going to prepare educators to meet the vast challenges of working in urban and poor communities.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 05: Preservice Teacher Education Coursework: Curriculum and Teaching to Improve Teacher Knowledge, Understanding, and Pedagogical Practices

Chair

• Tyrone C. Howard, University of California - Los Angeles

Papers

• Benevolent Dictatorship: How Good Intentions Maintain the Status Quo - Tiffani Marie, San Jose State University

• Socially Transformative Pedagogy in Action: Learning From Teacher Scholars - Noah Borrero, University of San Francisco; Richard Ayers, University of San Francisco; Sharim Hannegan-Martinez, University of Kentucky; Esther Flores

• Solidarity Not Charity: Teacher Education for Humanization - Patrick Camangian, University of San Francisco

Discussant

• Leilani Sabzalian, University of Oregon