Coraje in the Classroom: A Critical Race Self-Study in Teacher Education

• In Event: Sunday Roundtable Session 7:45 am
  In Roundtable Session: Counter-Narratives for Transformative Change in Teaching and Teacher Education (Table 23)

Abstract

The present work is a critical race self-study (Souto-Manning, 2022) where the researcher, a Chicana teacher educator, examines her teaching practices and centers the voices and experiences of Chicanx/Latinx pre-service teachers (PSTs). This study resulted in two key findings: (1) Chicanx/Latinx teacher educators and pre-service teachers demonstrate incredible courage/coraje in their decision to re-enter and work in schools–institutions where they have experienced myriad forms of oppression and, (2) teacher education classrooms have the potential to become transformative spaces where pre-service teachers and teacher educators of color allow each other to co-rage: express feelings of anger, frustration, and grief–while sustaining each other’s courage to (re)enter and (re)create educational spaces as leaders and advocates.

Author

• Diane Nevarez, California State University - Stanislaus