Harnessing Critical Reflection and Racial Identity Development Through Explicit Instruction

• In Event: Fairmont Roundtable Session Eight
  In Roundtable Session: Unlearning Racism/Learning Antiracism and Developing Racial Identity (Table 4)

Abstract

Teacher preparation programs are tasked with preparing educators who are committed to creating equity centered classrooms amidst a political climate that has attacked frameworks like critical race theory and culturally relevant teaching. As teacher educators aim to support candidates in their development as reflective anti racist teachers, they must consider providing adequate guidance for candidates on how to reflect. This session explores how can explicit instruction, within the context of critical reflection, can be used as a tool in developing teacher candidates’ identities as anti-racist teachers. Researchers will share how critical reflection can reveal insights into teacher candidates’ developing identities as they begin to recognize how contexts of education impact equity issues in classrooms.

Authors

• Rachel Silva, University of Florida
  Presenting Author

• Chonika Coleman-King, University of Florida
  Presenting Author