No Matter How Bleak: Teachers Learning and Living a Justice Praxis

Session Type: Symposium

Abstract

This session involves scholars whose work examines how racial and linguistic justice can be implemented across teacher education. We present research that: 1) Documents the trajectories of novice multilingual/teachers of Color where wellness, Ethnic Studies, and material resources are centered; 2) Explores the critical work of advisement and community-responsive navigational supports for first-generation/teachers of Color; and 3) Examines the role and knowledges of culturally responsive teacher mentors. We offer research grounded in the lives of teachers and teacher educators who are committed to justice in the face of tenuous sociopolitical contexts. Collectively, we provide insights for programs on ways the field and clinical practice must shift to better serve all teachers, especially multilingual and minoritized teachers of Color.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 03: Teachers’ Lives, Identities, and Journeys

Chair

• Melissa Arabel Navarro, San Diego State University

Papers

• What We Imagine, We Become: Preparing Minoritized and Multilingual Justice-Centered Educators - Edward R. Curammeng, California State University - Dominguez Hills; Minhye Son, California State University - Dominguez Hills; Sara Jasmin Diaz-Montejano, University of California - Los Angeles

• Sealing the Cracks: A Portrait of Critical Advisement Pedagogy for Pre-Service Teachers of Color - Jhey    Crisostomo, California State University Dominguez Hills

• Navigational Capital and Critical Race Teacher Mentorship: Duo-Ethnographies of Teacher Mentors - Marlene Espinoza, Environmental Charter High School - Gardena; Jose Lopez, Environmental Charter High School - Gardena

Session Organizer

• Edward R. Curammeng, California State University - Dominguez Hills

Discussant

• Cati V. de los Rios, University of California - Berkeley