Hearing Rural BIPoC Voices: Constructing Educational Possibilities Through Reflective Listening in Teacher Preparation Programs

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Understanding Support and Success for Rural Children (Table 9)

Abstract

Two faculty members from a predominantly White Midwest university conducted a research study with Black, Indigenous, and People of Color (BIPoC) teacher candidates to 1) identify factors that motivate and hinder their journey towards becoming teachers in Midwest rural contexts, and 2) determine institutional knowledge, resource, and expertise gaps in teacher education programs. This study captures insights from participants’ experiences in rural spaces. It explores the following research question: What can/should institutions learn from BIPoC (Black, Indigenous, and People of Color) teacher candidates’ lived experiences as knowledge holders and change agents in education? The ultimate goal is to challenge deficit notions of BIPoC candidates within educational institutions and to move teacher education programs and the profession toward systemic transformation.

Authors

• Rebecca M. Nelson, University of Nebraska - Kearney

• Chandra C. Diaz, Metropolitan State University of Denver