Antiracist and Abolitionist Teacher Education: Going in to Act Out

• In Event: Demonstrating Pedagogical Promise: Embracing the Challenge of Enacting Equity Practices and Pedagogies

Abstract

This paper aims to develop a deeper understanding of course design and practices to engage teacher candidates in self reflection and action necessary to develop an anti-racist stance in and outside of the classroom. Through an analysis of teacher candidate reflections on course work and personal experiences while enrolled in a semester of a justice-based seminar, we highlight the tensions and affordances of design choices and the complexity of candidates’ individual processes. We assert that critical self reflection based in critical-affect (Ahmed, 2013, Author 2, 2016; Brown, 2012) and abolitionist (Love, 2019) approaches are important elements of course design intended to foster teaching and learning that deliberately interrupt and transform systems of oppression reflected in and outside of the classroom.

Authors

• Kachine Suzanne Kulick, University of Colorado - Boulder

• Ashley Cartun, University of Colorado - Boulder