Is Antiracist Teaching Performative? Examining Educators’ Perspectives

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: Abolition, Agency, and Action: Dismantling Racism and Carceral Logics for Educational Justice (Table 1)

Abstract

As one university worked to explicitly prepare educators as antiracist teachers, 16 preservice teachers (PT), eight university supervisors (US), and 14 mentor teachers (MT) were surveyed about their preparation, perspectives, and actions related to antiracist teaching. Findings indicate training on antiracist teaching practices mainly came from personal learning (e.g., books, conferences, and activist groups). PT felt more prepared than US and MT to critically examine curriculum and instruction, whereas US scored themselves higher in implementing antiracist strategies. Both US and MT provided more examples of antiracist teaching practices than PT. This presentation reviews the results of the study and provides guidance on moving from performative professional development to the implementation of antiracist teaching.

Authors

• Rebekka J. Jez, University of San Diego

• Mario Echeverria, The Equity Lab

• Raketa Ouedraogo-Thomas, University of North Carolina - Charlotte