Extraordinary Pedagogies: Toward a Model for Dynamic and Disruptive Teacher Education

• In Event: AERA Roundtable Session 7
  In Roundtable Session: Thinking Critically About Teacher Education: Personal, Local, and Global Perspectives on Practices

Abstract

This paper is informed by a curriculum model based on more than ten years of ethnographic teacher research generated within an intensive immersion pre-practicum course. It shows how to complicate white preservice teachers’ awareness of identity politics; graduate their understanding of ways to situate themselves inside of those politics; develop a capacity to conceive of their diverse students’ situatedness, along with energy to resituate them; acquire stamina in navigating stressful relational and institutional dynamics in which race and gender injuries are in effect; evolve leadership in taking a stand for social justice through emotional justice; and cultivate respect for new literacies and logics used to navigate the tensions of personhood within teaching/learning contexts.

Author

• Jeanine M. Staples, The Pennsylvania State University