Navigating and Interrupting Racialized Deficit Schooling: Teachers Fostering Third Spaces to Support Students of Color

Session Type: Symposium

Abstract

This symposium explores the experiences of teachers who work in schools that enroll a majority of Students of Color within contexts along the race-poverty nexus. By privileging teacher voice, the papers map out that schools in Communities of Color can engage in deficit schooling approaches alongside the compounded issue of school disinvestment. The presentations challenge school divestment by highlighting that Teachers of Color resist and transcend oppressive actualities to support thriving students and communities. This presentations that propose teachers: using relational accountability as a critical asset, enacting a vision for racial-justice, fostering transformational safe spaces, and promoting college cultures. Overall, we seek to discuss implications for research and practice in schools present in Communities of Color.

Sub Unit

• Division G - Social Context of Education / Division G - Section 1: Micro-analyses of the social contexts of teaching and learning

Chair

• Rita Kohli, University of California - Riverside

Papers

• Unpacking and Disrupting Racial Violence in Schools: Combating Deficit Framings of Latinx Students and Communities - Marcos Pizarro, San José State University

• Teacher Resistance as Praxis: Interrupting Oppressive Contexts to Foster Thriving Students of Color - Yanira Madrigal-Garcia, University of California - Davis

• Nepantleras Building Bridges to College: Latinx Teachers Fostering a College Culture - Nancy Acevedo-Gil, California State University - San Bernardino

• The Significance of the Racial Contract in Teachers' College Expectancies for Students of Color - Daniel D Liou, Arizona State University; Leticia Rojas, Brandman University

Discussant

• Gilberto Q. Conchas, University of California - Irvine