The Ideological Becoming of Teacher Educators of Color in BIPoC Affinity Group Spaces

• In Event: AERA Roundtable Session 3
  In Roundtable Session: Hierarchies of Racism and Violence: Higher Education, School, and Community

Abstract

There is much research on the process of becoming a teacher educator (Cochran-Smith, 2003; Swennen & van der Klink, 2008). However, there is still a need to learn about how teacher educators disentangle from the overwhelming presence of whiteness (Sleeter, 2001) in order to develop a critical ideology. Through a critical co-autoethnographic approach (Coia & Taylor, 2009), two teacher educator scholars explored how their identities as people of color and former teachers in marginalized contexts informed their experiences as teacher educators and facilitators of a teacher candidate BIPoC affinity group. We seek to illuminate how our positionality fosters relationships with BIPoC teacher candidates to build a more effective ideological stance toward social justice and to better prepare future teachers.

Authors

• Rubén A. González, Stanford University

• Kristen Jackson, Stanford University