Teachers of Color Talk Back: Creating Undercommons Spaces to Interrupt State-Sanctioned Whiteness and Teacher (Mis)education

• In Event: AERA Roundtable Session Thursday 8:00 a.m. Four Seasons Ballroom 2-3
  In Roundtable Session: Refusing Fragmentation: Constructing Belonging With/in Black and Immigrant Communities (Table 12)

Abstract

This study draws on qualitative data from novice and preservice teachers of Color to explicate the ways in which they perceive(d), interpret(ed), and negotiate(d) in practice as it pertains to race and justice-oriented instruction within their teacher education programs. It illustrates the affinity spaces they created helped them disrupt teacher education requirements that stifled culturally relevant education.

Author

• Bisola A. Wald, University of Minnesota