Critical Hope and Collective (Re)Imaginings: Intersectional Approaches to Decentering Whiteness in an Initial Licensure Program

Session Type: Symposium

Abstract

Teacher education programs rooted in intersectional approaches to decentering and resisting white hegemony are essential to cultivating anti-oppressive pedagogy in teacher educators and novice teachers. However, these programs require cross-disciplinary collective action to create sustainable practices within institutions to attain systemic change. This symposium brings together graduate student teacher educators from various disciplines to explore innovative approaches to reimagining teacher education. Four papers will be presented – all taking an intersectional approach to unsettle and dismantle whiteness in teacher education. The symposium will provide an opportunity for attendees to engage in dialogue to trouble and reimagine teacher education. The chair will frame the session, and a discussant will facilitate conversation across the four papers, guiding discussion between presenters and session attendees.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 01: Intersectional Approaches to Teaching and Teacher Education

Chair

• Ryan Oto, University of Minnesota

Papers

• Cross-Disciplinary Coursework as a Vehicle to Cultivate Collective, Sustainable, Anti-Oppressive Practices in Novice Teachers - Eva Nelson, University of Minnesota; Amy Lyga, University of Minnesota

• Exploring Intersectional Understandings of Christian Hegemony and White Supremacy with Pre-Service Social Studies Teachers - Emma Eckstein Nicosia, University of Minnesota

• More Than Checking a Box: Creating Space in Mathematics Licensure Programs for Multiracial Identity - Sophie Kasahara, University of Minnesota

• Reframing Teacher Attrition: Intersectional Insights from Teacher Leaver Teacher Educators of Color - Angelina Momanyi, University of Minnesota

Discussant

• Erin E. Baldinger, University of Minnesota