Identifying and Confronting Intersectional Gaps in Teacher Education Through Cross-Racial Dialogue

• In Event: Inter/Trans/Cross Racial Relationships: Affinities and Tensions

Abstract

Greenwood-Hau (2021) posits that in this post-truth moment, teacher education programs should focus on teaching thinking rather than teaching facts. This research explores the challenges, considerations, and experiences of engaging in that pedagogical task across intersecting racial, political, and socioeconomic boundaries within an Equity in Education course. This qualitative case study is grounded theoretically in the Coloniality of Knowledge (Quijano, 2007) and Critical Whiteness Studies (CWS) (Matias et al., 2017). The paper calls on teacher education programs to consider the experiences and implications of race, gender, social class, and religion regarding intersectional differences across and between multiple paradigms related to teaching and learning: researcher and participants; course objectives and student beliefs; program values and home community ideologies.

Authors

• Alexander Pittman, Colorado State University

• Kalia Vue, Twin Cities PBS