Exploring Practices and Programs Through the Lens of Critical Race Theory: A Collaborative Self-Study

• In Event: Diversity, Equity, and Social Justice in Teacher Education

Abstract

This study contributes to the body of research by revealing the challenges and processes involved in teacher educators confronting paradigmatic assumptions about teaching and learning in personal and programmatic contexts. We decided on a collaborative self-study approach to represent the richness of conversations to be had across geographically, culturally, and economically different universities within the constraints of a shared high-stakes assessment and accreditation system. We present a framework for exploring programmatic and personal practices using questions grounded in critical race theory. The work is significant as a starting point for interrogating dominant ideologies and paradigmatic assumptions that underpin teaching standards and assessments through the lens of individual practices and beliefs.

Authors

• Lara E. Ervin-Kassab, San Jose State University

• Karen Escalante, California State University - San Bernardino

• Daniel Soodjinda, California State University Stanislaus