Seeing Teacher Education as White Institutional Spaces: Insights From Retrospective Reflections of Teacher Candidates of Color

• In Event: The Spaces We Make and Take for Preservice Teachers

Abstract

This paper explores how teacher education programs can work to uncover and consequently dismantle racial injustice at play in historically White Institutions. It reports findings from an interview study of graduates of Color from three different teacher education programs in HWI. Using an analytical framework informed by research on White institutional spaces, we examine three dimensions of teacher education programs: institutional, curricular, and relational. Our findings leverage patterns in teacher candidates’ experiences to illustrate how taken-for-granted features of teacher education programs reflect White normativity and dominance. These findings illuminate for practitioners in teacher education programs how these subtle features operate and impact teacher candidates of color.

Authors

• Janine Remillard, University of Pennsylvania

• Adina Goldstein, University of Pennsylvania

• Yanil De La Rosa-Walcott, University of Pennsylvania