Teacher Education and Racial Justice: Insights From Multiple Institution Types and Program Designs

Session Type: Symposium

Abstract

Anti-Blackness (Dumas, 2016) is apparent in US society. Teaching and teacher education are complicit in perpetuating racial harms, particularly impacting urban students’ lives. Therefore, scholars in this session inquired into how teacher education programs across Minority Serving Institutions (MSI), Historically Black Colleges and Universities (HBCU), and Historically and Predominantly White Institutions (HPWIs) prepare and develop teachers, including to work in urban education spaces. The studies in this session highlight racial in/justice within teacher education program models, while simultaneously demonstrating current practices and visions for transforming teaching and teacher education. The findings/insights from each study have multiple implications for dismantling racial injustice and constructing educational possibilities for more just presents and futures.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 06:Transformations in Teacher Education Policies, Research, and Practices

Chair

• Ramon Goings, University of Maryland - Baltimore County

Papers

• Toward a Discourse Analysis of Language and Communication in the Development of Urban Teacher Candidates - Larry C. Bryant, Metro State University

• Decolonizing the Residency: An Exploration of Teacher Preparation Curriculum at an HBCU - Jimmy Caldwell, Xavier University of Louisiana

• White Institutions and Racial Justice: Perspectives From a Teacher Residency and an Equity Graduate Program - Shawn S. Savage, University of North Carolina - Wilmington; Shane A. Smith, New York University

Discussant

• James Earl Davis, Temple University