Critical Turn in Teacher Residencies

Session Type: Symposium

Abstract

This session explores the affordances, constraints, and challenges of those taking a critical turn in teacher residency research and programming. A critical turn in teacher residency work requires a focus on wrestling with issues of power and domination in programming and associated research and analysis. The papers explore the following approaches to teacher residency programming and research: antiableist and antiracist teacher preparation, CritPartnerships and the centering of criticality in residency programming, an equity-centric community teacher residency approach, an abolitionist teacher residency, and a residency focused on community-based teacher preparation. Presenters will highlight the successes and challenges within these programs, and the possibilities for imagining new futures and constructing new visions for teacher residency education and research.

Sub Unit

• SIG-School-University Partnership Research

Chair

• Thomas Albright, Georgia State University

Papers

• Towards an Antiableist, Antiracist Approach to Preparing Teachers - Diana Turk, New York University; Rachel Elizabeth Traxler, New York University; Sarah L. Schlessinger, New York University

• Enacting CritPartnership: Centering Criticality in a Teacher Residency Program - Jori S. Beck, College of William & Mary; Kala Burrell-Craft, Grambling State University

• Three Approaches to Teacher Residencies: A Critical Turn? - Valerie Hill-Jackson, Texas A&M University

• An Abolitionist Teacher Residency - Stephanie Behm Cross, Georgia State University; Camea Davis, Research Partnership for Professional Learning

• One City One Goal: Preparing Teachers Alongside Community Scholars - Kay F. Fujiyoshi, University of Chicago

Session Organizer

• Thomas Albright, Georgia State University

Discussant

• Naureen Madhani, Columbia University