(Re)Imagining Radical Racialized Teacher Education: Infusing Self-Study, Autoethnography, and Critical Discourse Analysis to Dismantle Dominant Narratives Among Future Teachers

• In Event: Thursday Roundtable Session 10:50 am
  In Roundtable Session: Teachers' of Color Educational Journeys and Identity Development (Table 38)

Abstract

As calls for restrictions on teaching critical race theory have grown louder, teachers have felt the brunt of the protests as they struggle with pedagogical choices that confront injustice. Historically, teacher education has not had a great track record when it comes to challenging and preparing pre-service teachers to be socially just, never mind anti-racist. Given the current context and past failures, what could it look like to engage preservice teachers in self-reflection and explicit, ongoing discussion of race? This paper considers how teacher education has endeavored to prepare teachers to meet the needs of diverse students. We then examine the limits of autobiographical self-reflection and propose a critically-reflective model that provides teachers with tools to recognize their positionality.

Authors

• Lauryn DuPree, University of North Carolina - Chapel Hill

• Jocelyn A. Glazier, University of North Carolina - Chapel Hill