Transforming Teacher Education: A Developmental Approach to Addressing Positionality and Epistemology for Racial Equity

• In Event: AERA Roundtable Session Thursday 8:00 a.m. Four Seasons Ballroom 2-3
  In Roundtable Session: Research on Teacher Induction Roundtable 1 (Table 7)

Abstract

There are many challenges in present-day teacher education, in particular, issues of equity that require the preparation of predominantly white teachers to work effectively with diverse student populations amidst a history of racial injustice (Cochran-Smith, 2020; Cochran-Smith & Keefe, 2022). Teacher preparation programs often fail to address the dominance of white cultures and the impact of educators’ positionality on their epistemologies and instructional practices (Salazar, 2018; Souto-Manning, 2019). Transforming systemic racist structures necessitates modifying positionality and epistemology, fostering self-awareness of bias, critical analysis, and an inclusive worldview. This qualitative research explores the positionalities and epistemologies of 21 urban teachers and their manifestation in classroom instruction, guided by anti-bias and anti-racist pedagogy. Findings suggestion multiple developmental pathways.

Authors

• Audrey A. Friedman, Boston College

• Maria A. Moreno Vera, Boston College

• Myra Rosen-Reynoso, Boston College

• Charles T Cownie, Boston College

• Cristina Joan Hunter, Boston College