Negotiating Race-Conscious Pedagogies Into Teacher Education Courses: Exploring the Lives and Practices of Literacy Teacher Educators

• In Event: AERA Roundtable Session 1
  In Roundtable Session: Antiracism in Teacher Education: Preparing Teachers to Confront and Realize Justice Commitments

Abstract

This article explores the ways in which lived experiences informed literacy teacher educators’ (LTEs) pedagogies and practices of social justice. In particular, three case studies were conducted to examine why the LTEs chose to address social justice, as well as how their life experiences influenced their views and pedagogies in their literacy courses to address social justice, race, and race related issues. In this qualitative research study, two semi-structured interviews were conducted with each participant over a one-year period. Goodwin and Darity’s (2018) five domains of knowledge were used a conceptual frame to analyze the LTEs work. Each of the LTEs recalled transformative experiences that shaped their views not only of literacy, but the interconnections between schooling, social justice and race.

Authors

• Pooja Dharamshi, Simon Fraser University

• Clare Kosnik, University of Toronto/OISE

• Lydia Menna, University of Alberta