Making Race, Minding Racism: Conceptions of Race in Diversity Standards 2000–2021

• In Event: Fairmont Roundtable Session Seven
  In Roundtable Session: Centering Race in Teacher Education (Table 3)

Abstract

This paper offers findings from a close textual analysis of how the English teacher professional standards between 2000 and 2021 address race, racism, and students and communities of color. The analysis examines the emergence and institutionalization of schemas of multiculturalism, diversity, social justice and anti-racism in English Teacher Education (ETE) and offers insight into the mechanisms of marginalization and othering ensconced within efforts to standardize teaching practices for diversity, uncovering the sometimes subtle, sometimes explicit ways in which such discourses effectively marginalize and distort race, while giving the appearance of adequately addressing race/ism. Methods used provide a model for race-conscious evaluation of education policy documents for “creating literacy classrooms that meet the needs of linguistically and culturally diverse learners.

Author

• Sian Charles-Harris, University of Connecticut
  Presenting Author