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Crossing Pedagogical and Methodological Boundaries with an Examination of Novice Teachers’ Racial Literacy
Thu, December 1, 8:30 to 10:00am, Arizona Grand Resort & Spa, NobleSession Submission Type: Symposium
Abstract
There is a critical need to disrupt the systemic racism underlying educational inequities (Croom, 2020). This requires that, in part, teachers build racial literacy early in (and throughout) their practice (Sealy-Ruiz, 2011). This symposium (1) examines novice teachers’ knowledge underlying racial literacy and (2) considers how to act on this understanding to build NTs’ racial literacy during their teacher education programming.
Content Area
Chair
Discussant
Individual Presentations
Paper 1: Capturing Teachers’ Racial Literacy: An Instrument Development Study - Catherine Lammert, Texas Tech University; Poonam Arya, Wayne State University; Pallavi Chhabra, University of Wisconsin-Madison; Lisa O'Brien, Merrimack College
Paper 2: Novice Teachers’ Knowledge of Racial Literacy: Survey Data from a Multi-site Sample - Poonam Arya, Wayne State University; Lisa O'Brien, Merrimack College
Paper 3: “I don't think I'm there yet, but I'm trying”: Novice Teachers’ Perceptions of Racial Literacy - Rhonda Hylton, Assistant Professor; Shuling Yang, East Tenessee State University; Amy Tondreau, Austin Peay State University; Xiufang Chen, Rowan University; Marla Roschelle Goins, The College of Wooster
Paper 4: Building Preservice Teachers’ Racial Literacy in the Context of State Policy Prohibiting Critical Race Theory - Xiufang Chen, Rowan University; Catherine Lammert, Texas Tech University; Amy Tondreau, Austin Peay State University; Shuling Yang, East Tenessee State University