(Re)Humanizing Education: A Case Study Examining Teacher Educators' Racial Identities and the Influence on Course Design

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Emancipatory Pedagogies: Engaging Justice, Power, and Teacher Identity

Abstract

This case study examines two teacher educators and how their racial identities influence their course work and students. As the growth of the demographic divide between students and teachers continually increase, the urgency for future teachers to engage in critical self-reflection is essential. This study argues that for future teachers to consider their racial identity and the influence on curriculum, teacher educators must also critically examine their stance in their coursework. Drawing on critical race theory and critical whiteness studies, the findings indicate specific strategies teacher educators can implement to foster critical self-reflection and create a classroom that prepares teachers to emphasize the integration of diverse voice in the curriculum, classroom, and themselves to (re)humanize education.

Author

• Allison DeVoe Karcher, University at Albany - SUNY