Movement Toward Antiracist Practice: Trajectories of Learning and Identity in Teacher Education

• In Event: Dismantling Racist and Oppressive Systems in Teacher Education for a Multiracial Democracy

Abstract

Drawing on the results of a critical qualitative case study, the author (1) examines the identity resources (Louie, 2017; Nasir, 2011) that are offered to and taken up by white preservice teachers in the context of field supervision and (2) considers how these resources come together to shape preservice teachers’ connection to and capacity for antiracist teaching. The findings suggest that preservice teachers may complete teacher preparation without having access to a full range of identity resources, thereby limiting their potential to form strong connections with antiracist practice and develop the knowledge and skills necessary for antiracist teaching. The author argues that a more resource-oriented perspective on preservice teacher learning is necessary to bolster existing efforts to prepare antiracist teachers.

Author

• Kimberly Oamek, University of Wisconsin - Madison