From Avoiding to Accepting Educational Responsibility: The Self-Efficacy Development of Antiracist Teachers

• In Event: Developing and Sustaining Anti-Oppressive, Antiracist, and Anti-Ableist Teachers

Abstract

Currently the literature affirms the importance of culturally relevant, responsive, sustaining, and anti-racism instructional practices, however, the barriers that hinder successful implementation of these frameworks (teacher content knowledge and self-efficacy) are often overlooked. This phenomenological study explores the effectiveness of a professional development intended to develop teachers’ self-efficacy in implementing anti-racism pedagogies. Analysis of semi-structured interviews, observational data, and teaching artifacts, shed light on planned and unplanned mastery experiences, vicarious experiences, and verbal persuasion which may prove beneficial in the development of teachers’ self-efficacy in anti-racism instructional practices. Findings urge researchers to consider the barriers to the implementation of these multicultural pedagogies as a way to ensure that these practices endure so that all students receive a transformative curriculum.

Authors

• Kaitlyn Otey Holshouser, University of North Carolina - Charlotte

• Tehia Glass, The University of North Carolina at Charlotte