Teaching, Learning, and Mentoring for Racial Equity: A Multilevel Case Study of Novice Teacher Learning

• In Event: Uplifting Antiracist Teaching and Decentering Whiteness

Abstract

We still have much to learn about how teachers learn about and teach for racial equity and anti-racism within racialized ecologies, organizations, and the larger sociopolitical environment (see: Nasir et al., 2016; Ray, 2019). Taking a multi-level analysis of learning this qualitative case study examines the co-construction of equity and anti-racism meanings and visions for practice within equity-oriented induction mentoring. Drawing from over 120 hours of mentoring and classroom observations of a teacher-mentor case study, this paper analyzes four illustrative moments to demonstrate how interpersonal dynamics coupled with organizational discourses constrain engagement with liberatory equity meanings and practice. Overall, this study carries implications for theories of teacher anti-racism learning, equity-orientations within new teacher induction, and related policy and practice.

Author

• Joy Esboldt, University of California - Berkeley
  Presenting Author