Classroom Management Remediation and Reparation: Decolonizing Practices in Teacher Education Preparation

Multiple Presenter Session: Panel

Abstract

A series of papers discuss the necessity of examining the cultural assumptions and norms in traditional classroom practices. Specifically focusing on trauma-informed approaches, social emotional learning, and positive behavioral interventions and supports, this timely discussion challenges how several methods have been accepted as bolstering diversity, equity, and inclusion, while they are actually reifying westernized traditions of colonialism. Three scholars share their personal experiences with various accepted classroom management methodologies and connect their findings to how they are remediating and repairing their teacher education programs. The symposium discussant will share the throughline of the presenters’ work and the pressing need to decolonize teacher education programs.

Sub Track

• AESA

Discussant

• Larissa Malone, University of North Carolina Wilmington

Presenters

• Jose Ortiz, SUNY Cortland

• Matthew Green, University of Louisiana at Lafayette

• Maria Timberlake, SUNY Cortland

• Jennifer Ashton, SUNY Brockport