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What Do Current U.S. Professional Teaching Standards Tell Us? A Dialectic Analysis of Teacher Policy
Thu, April 21, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), Marriott Marquis San Diego Marina, Floor: North Building, Lobby Level, Marriott Grand Ballroom 6Abstract
In challenging times, how do we navigate U.S. societal debates in which excellence versus equity and democracy versus diversity conflict (Milner, 2008)? As policy language reveals intention to guide action, this paper discusses the findings from a 50 state professional teaching standards discourse analysis of how teachers may understand their roles with students. Guided by macro-level perspectives of Critical Race Theory (Bell, 1992) and colorblind racism (Bonilla Silva, 2018) and micro-level perspectives of cultural responsiveness (Gay, 2018) and principled conservatism (Sniderman & Carmines, 1997), this paper discusses the current (and changing) landscape of teaching and learning as read through policy language. Implications for race-conscious/race- neutral policy debates and state variations of current teaching standards related to equity are discussed.