Rickety Scaffolding: Teacher Residency Community as Potential Cornerstone for Homeplace in PWIs?

• In Event: (Re)membering Race, Unmasking Power: Socialization and the Futures of Teacher Education Research

Abstract

BIPOC pre-service teachers in teacher education programs within PWIs report feeling like outsiders within these programs that privilege the knowledge and experience of white students. To support BIPOC students–and enhance overall preparation for all students–PWI Teacher Education programs need to establish culturally affirming and anti-racist policies and practices. This paper explores whether nested communities of practice established as part of a Teacher Residency Program set within a broader teacher preparation program reflected a homeplace for BIPOC participants, enabling a space of affirmation, healing, resistance and joy. Results suggest a modest beginning that is stymied both by local and systemic challenges.

Authors

• Jocelyn A. Glazier, University of North Carolina - Chapel Hill

• Xumei Fan, University of Northern Iowa

• Kristin L. Papoi, University of North Carolina - Chapel Hill

• Diana B. Lys, University of North Carolina - Chapel Hill

• Dana Griffin, Pennsylvania State University

• Corey Bray, University of North Carolina - Chapel Hill

• Dorothy L. Espelage, University of North Carolina - Chapel Hill