Toward Systemic Change in Teacher Education: Organizational and Faculty Leadership in an Antiracism Education Project

• In Event: Diverse Stances on Leadership, Reforms, and Equity: Considering Frameworks, Systemic Change, Markets, Responsibility, and Disruptions

Abstract

This paper analyzes the Anti-Racism Education (ARE) Project in a public teacher preparation program in an Historically White University. Authors share their positionalities, roles and reflections in the ARE Project that intervenes in teacher education on three levels: 1) self/identity, 2) group/collective, and 3) global/institutional. Following practitioner inquiry, critical race theory and critical pedagogy frameworks, the paper explores the research question is: How can ARE professional learning communities for faculty support systemic change at individual and collective levels in teacher preparation programs? Faculty analyze impacts on personal development and professional practice through ARE content and programs to influence teacher candidates’ learning. The ARE Project’s four-year effort supporting Education Department pillars and licensure programs received an accreditation commendation.

Authors

• Andrew Habana Hafner, Westfield State University

• Erold K Bailey, Westfield State University

• James J. Martin-Rehrmann, Westfield State University

• David Raker, Westfield State University