Community and Self-Excavation: How Preservice Teachers Developed Critical Pedagogy and Racial Literacy in Affinity Groups

• In Event: Fairmont Roundtable Session Nine
  In Roundtable Session: Engagements With Literacy and Race in Preservice Teaching (Table 10)

Abstract

How do pre-service teacher candidates describe the impact of peer-led racial affinity groups on their racial literacy? This study explores how English and History teacher candidates’ participation in racial affinity groups influences their racial literacy and considerations for future work. Analysis of interviews found that, even in a teacher education program with anti-racist and social justice commitments, much of the candidates’ ideological becoming, racial literacy, and professional development occurs in these unofficial, peer-led affinity spaces. Participants described the affinity groups as places where they found community and engaged in self-excavation while developing critical approaches to pedagogy.

Authors

• Daniel P. Moore, Stanford University
  Presenting Author

• Rubén A. González, Stanford University
  Presenting Author

• Kristen Jackson, Stanford University
  Presenting Author

• Stephanie Robillard, St. Mary's College of California
  Presenting Author

• Kia Turner, Stanford University
  Presenting Author