Advancing Racial Equity Through Extended Clinical Practice

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Social Justice for What? Race, (In)Equity, Teaching, and Just (Teacher) Education

Abstract

This paper addresses a recent trend in teacher preparation—extended clinical practice (ECP)—unearthing how it continues to perpetuate racial inequity instead of achieving educational change for racial justice. Drawing upon institutionalized racism perspectives, we examine how and why clinical practice in P-12 schools—often considered the most important or impactful component of teacher preparation—preserves racist schooling. Our analysis highlights normative arguments and assumptions reflected in ECP that are enacted across multiple levels (individual, intraorganizational and interorganizational), their reinforcement through seemingly neutral policies and practices, and how they are conditioned by racialized institutional pressures across multiple contexts. We conclude with recommendations for teacher preparation and the transformation of ECP towards advancing greater racial equity in P-12 schooling

Authors

• Andrew Pau Hoang, Hong Kong University

• Joonkil Ahn, University of North Dakota

• Laura Vernikoff, Touro College

• Rachel Roegman, University of Illinois at Urbana-Champaign

• Emilie Mitescu Reagan, Claremont Graduate University

• A. Lin Goodwin, Teachers College, Columbia University