Radical Reimaginings of Teacher Education for the Public Good

Session Type: Symposium

Abstract

What would an oath or set of shared commitments for classroom teachers look like in the U.S. context? What commitments to equity can educators working with students with dis/abilities and creating pathways for all students to have access to a culturally relevant and sustaining digital media education? This proposed symposium examines how to leverage restorative justice theory to engage justice projects (Tuck & Yang, 2018) in teacher education focused on secondary education beyond the disciplines. Building on a Transformative Justice Teacher Education, the symposium participants engage the four pedagogical stances for paradigm shifting toward justice, History Matters; Race Matters, Justice Matters, and Language Matters (Author, 2018) to conceptualize a teacher education committed to the public good.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 05: Preservice Teacher Education Coursework: Curriculum and Teaching to Improve Teacher Knowledge, Understanding, and Pedagogical Practices

Chairs

• Lawrence Torry Winn, University of California - Davis

• Maisha T. Winn, University of California - Davis

Papers

• Initial Responses to the Introduction of the Culturally Relevant Media Production Approach in Multimodal Assignments - Darnel Degand, University of California - Davis

• Shared Commitments for Educators: Reclaiming the Public Good in Teacher Education - Mariana Souto-Manning, Teachers College, Columbia University; Lawrence Torry Winn, University of California - Davis

• Intersectional Justice for the Public Good - Subini Ancy Annamma, Stanford University; Maisha T. Winn, University of California - Davis

Discussant

• Shameka Nija Powell, Tufts University