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Centering Racialized Teachers: A Proleptic Redesign of Teacher Learning Toward Leveraging Linguistic Diversity
Sun, April 14, 1:15 to 2:45pm, Pennsylvania Convention Center, Floor: Level 100, Room 104ASession Type: Symposium
Abstract
The teaching force in the United States has become increasingly diverse, yet we continue to have overwhelmingly white teachers in public schools. Teacher education programs, devoted to training teachers committed to racial equity and justice, remain geared towards white teachers. This tension is evident in courses focusing on linguistic diversity that prepare pre-service teachers to work with racialized students. Language-focused courses are potentially generative spaces for re-imagining and redesigning teacher education experiences to center pre-service teachers of color. But how might we center them in courses aimed to prepare them to work in linguistically diverse classrooms without essentializing their experiences and erasing important intra-group heterogeneity and variation?
Sub Unit
Chair
Papers
Re-Mediating Learning Ecologies for/With Teachers of Color: Tensions and Possibilities Across Teacher Preparation Programs - Danny C. Martinez, University of California - Davis; Ramon Antonio Martinez, Stanford University; P. Zitlali Morales, University of Illinois at Chicago
Teachers of Color Social and Freedom Dreaming for Powerful Learning Ecologies - Silvia Tovar, University of California - Davis; Danny C. Martinez, University of California - Davis; Elizabeth Castro, Central Washington University
“Que Sueñes Con Los Angelitos”: Racialized Preservice Teachers Writing Their Lives - Karen Mariscal, Chicago Public Schools; P. Zitlali Morales, University of Illinois at Chicago
Centering First-Year Teachers of Color: Co-Designed Learning Ecologies as Spaces of Critique and Possibility - Rita Kamani-Renedo, Stanford University; Davíd Morales, Stanford University; Ramon Antonio Martinez, Stanford University