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73.051 - Race(ing) Teacher Education: Critical Race Theory as a Transformative Practice in Teacher Education
Mon, April 20, 12:25 to 1:55pm, Marriott, Floor: Third Level, DupageSession Type: Symposium
Abstract
As critical race theory (CRT) scholars that work intimately with teachers along the teaching continuum, we draw upon the CRT to engage racial justice issues in teacher education. Collectively, this symposium pushes us to think about teacher education in more complex ways by exploring critical issues in teacher education including the absence of critical dialogues that center race in early childhood, the cultivation of false empathy in white teachers to the detriment of actually focusing on the needs of students who will be taught by these teachers in programs, the dispositions and practices of teachers in juvenile justice settings towards students of color and the marginalization of teacher educators who center race and racism in their teaching.
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Chair
Papers
Race, Isolation, and Exclusion: What Early Childhood Teacher Educators Need to Know About the Experiences of Preservice Teachers of Color - Ranita Cheruvu, William Paterson University; Mariana Souto-Manning, Teachers College, Columbia University; Tara Lencl, Teachers College, Columbia University; Marisa Salome Chin-Calubaquib, Teachers College, Columbia University
Teacher Education and the Enduring Significance of "False Empathy" - Chezare A. Warren, Michigan State University; Bryan Hotchkins, University of Utah
Whiteness as Property: Innocence and Ability in Teacher Education - Subini Ancy Annamma, The University of Kansas
Where Is the Critical Conversation in Teacher Education? A Critical Race Perspective - Brenda Gayle Juarez, University of Massachusetts - Amherst; Cleveland Hayes, University of La Verne