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Conduits of Change: Centering Midwest Black, Indigenous, and People of Color Teacher Candidates' Voices to Transform Teacher Education Programs
Thu, April 13, 9:50 to 11:20am CDT (9:50 to 11:20am CDT), Swissôtel Chicago, Floor: Event Centre, 1st Floor, Montreux 2Session Type: Symposium
Abstract
Six diverse faculty members from a predominantly white Midwest university system collaborated on a multi-campus research study with Black, Indigenous, and People of Color (BIPOC) teacher candidates to 1) identify individual-level factors that motivate and hinder their journey towards becoming teachers in Midwest rural and urban contexts, and 2) determine institutional knowledge, resource, and expertise gaps in teacher education programs. The symposium will consist of three case study presentations addressing nuanced insights from participants’ experiences within regional locales. Discussions regarding how we move beyond deficit notions of BIPOC candidates towards institutional change and systemic transformation in teacher education will follow. Questions will also be taken from the audience related to BIPOC teacher recruitment, preparation, and retention in national/international contexts.
Sub Unit
Chair
Papers
Proliferation of Hypocrisy: Black, Indigenous, and People of Color Teacher Candidates' Identifications and Negotiations of Conflicting Messages Within Teacher Education - Amanda Morales, University of Nebraska - Lincoln; Amanda L. Witte, University of Nebraska - Lincoln
A Mother's Influence: How First-Generation Black, Indigenous, and People of Color Teacher Candidates Find Motivation and Support to Attend College - Rebecca M. Nelson, University of Nebraska - Kearney; Chandra C. Diaz, University of Nebraska - Kearney
You Are Not Talking About Real Issues: Surface-Level Cultural Equity in Urban Teacher Education - Sandra Rodriguez-Arroyo, University of Nebraska - Omaha; Ferial Pearson, University of Nebraska - Omaha