Interrupting the Status Quo in Teacher Education: Critical Conversations About Race and Racism

Session Type: Symposium

Abstract

Over the past decade, racial literacy has become an increasingly important area of educational scholarship. It refers to the ability to examine, discuss, and question race and racism. Research suggests engaging in critical conversations about race has the potential to help education professionals become more culturally sustaining in their teaching practices. In this symposium, panelists will share their experiences from a reading group focused on racial literacy. Participants will also have an opportunity to engage in small group discussions about how their own teaching or research might address racial injustice and other related diversity issues. The session will explore the following question: What needs to happen for classrooms to become spaces that interrupt racism?

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 08: Teachers’ Lives, Identities, and Journeys

Chair

• Kysa Nygreen, University of Massachusetts - Amherst

Papers

• Developing an Antiracist Teaching Stance Through Critical Conversations - Christopher W. Buck, University of Massachusetts - Amherst

• Building Racial Literacy Through Language Teaching - Ashleigh Daher, University of Massachusetts - Amherst

• The Importance of Developing Awareness About Racism Between Latinxs Teachers - Yokaira A. López-Tifa, University of Massachusetts - Amherst

• Critical Media Literacy and Critical Consciousness in Teacher Education - Ali Soken, University of Oregon