Curricular Decision-Making by Associate Instructors/Graduate Assistants: Using Antiracism Frameworks to Disrupt Racism in Teacher Education

• In Event: Friday Roundtable Session 3:05 pm
  In Roundtable Session: Navigating Instructional Landscapes: Insights Into Decision Making for Effective Teaching (Table 37)

Abstract

This paper investigates challenges that associate instructors (AIs) or graduate assistants (GAs) face when teaching White pre-service teachers. It aims to explore curricular decisions made by AIs/GAs to make antiracism visible and their engagement in self-reflection with pre-service teachers on race in teaching. Data was collected through semi-structured interviews of four participants from Schools of Education U.S. of two Midwest public universities. Findings revealed their navigation of personal learning experiences as Ph.D. students, including discomfort, ethnicity, and racism, and the impact of antiracism education on their professional growth. The findings also emphasized the pedagogical strategies they employed to enhance the visibility of antiracism education in classrooms.

Authors

• Xiali Chang, Indiana University

• Tahreem Fatima, Miami University (OH)

• Moaaz Hamid, Indiana University