A Call to Action for Teacher Preparation Programs: Supporting Critical Conversations and Democratic Action in Safe Learning Environments

Andrews, Dorinda J. Carter; Richmond, Gail; Warren, Chezare A.; Petchauer, Emery; Floden, Robert E.

doi:10.1177/0022487118766510

Cited by 23 publications

(16 citation statements)

References 22 publications

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“…Carter Andrews et al (2019) describe a “humanizing” pedagogy in teacher education as one that demands teacher educators turn their gaze inward and away from reductive, “dehumanizing” stories, engaging instead in critical self-reflection about their own beliefs and how those are rooted in various forms of systemic oppression. Teacher educators can lead PSTs and ISTs in discarding assumptions about students’ powerlessness so that they may recognize and foster students’ capacity for collective praxis (Carter Andrews et al, 2018). Teacher educators must be vigilant in examining how their socialization into whiteness shapes syllabi, coursework, and their depictions of young people’s lives, histories, and agency.…”

Section: Discussionmentioning

confidence: 99%

Race-Visible Teacher Education: A Review of the Literature From 2002 to 2018

Hambacher

Ginn

2020

Journal of Teacher Education

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In this review of the literature, we draw on critical race theory, critical whiteness studies, and critical pedagogy to examine teacher educators’ race-visible efforts in preservice teacher education and inservice teacher professional development. Our review specifically centers on race and racism in teacher education because race is often silenced or largely unaddressed in teacher education programs and teacher professional learning. Through a systematic search of electronic databases and a hand search of journals in this research area, we located 39 peer-reviewed articles published at the intersection of race, white teachers, and teacher education. Findings reveal the kinds of race-visible instructional practices used by teacher educators to scaffold race consciousness as well as larger themes teacher educators and education researchers encounter in their work related to race with preservice and inservice educators. We conclude with a discussion of our findings and offer future directions for continued research and practice.

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Section: Discussionmentioning

confidence: 99%

Race-Visible Teacher Education: A Review of the Literature From 2002 to 2018

Hambacher

Ginn

2020

Journal of Teacher Education

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“…In this analysis, we are interested in the reasons why PSTs choose silence when facilitating critical conversations around texts. While some literature explicitly explores methods used with pre-and in-service teachers to support dialogue (e.g., Fecho et al, 2010), such as Socratic seminars (e.g., Buchanan, 2012) and critical talk moves (e.g., Vetter et al, 2020), Carter Andrews et al (2018) suggest that there is an urgent need for more work that helps PSTs develop skills to facilitate "discussions on controversial and sensitive topics" (p. 206). In a survey of 386 practicing teachers, Milner (2017) found that almost half reported feeling unprepared to discuss issues of race and racism with students, with just under a third of respondents reporting that their teacher education program prepared them for such discussions.…”

Section: Why Teachers Choose Silence In Critical Conversationsmentioning

confidence: 99%

“I Didn’t Want to Be Ignorant”: An Exploration of Why Preservice Teachers Sometimes Choose Silence in Critical Conversations About Texts With Elementary Children

Diaz

Schutz

Woodard

2021

Literacy Research: Theory, Method, and Practice

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Discussions about texts can offer valuable opportunities for critical conversations about power and privilege. While we know such conversations are important to have in school, many teachers report feeling unprepared to facilitate them. In an effort to understand the in-the-moment decisions preservice teachers (PSTs) make in response to children’s contributions during critical conversations about texts, this qualitative, design-based study examines how PSTs responded to elementary-age children while facilitating discussions about texts in their field placements. Although various kinds of responses were made (e.g., eliciting children’s thinking, orienting children’s contributions to one another), in this analysis, we examine the moments where PSTs identified their silence as salient. Findings reveal that (1) some PSTs developing an understanding of the role of talk and desire to efficiently accomplish the task did not seem to set them up to see critical conversations about texts as a space for sensemaking, and (2) other PSTs did see critical conversations about texts as spaces to engage in sensemaking but felt discomfort grappling with unanticipated issues that arose. We discuss implications for literacy researchers and teacher educators committed to supporting critical conversations with children in schools.

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“…Empathy generates trust and confidence on the opposite side. In this way, the committed behaviour of the active personnel towards social justice will generate faith and confidence in the community people regarding their ability (Carter Andrews et al, 2018).…”

Section: Preparation and Empathy For Culturally Responsive Pedagogymentioning

confidence: 99%

“…The knowledge that can help teachers in committing their performance is regarding different cultures and related features. Cultural knowledge acquisitions let mentors understand the positive and conventional factors eventually (Carter Andrews et al, 2018). The teacher needs to insert the positive factors and blend those factors with modern educational techniques for example using song in teaching.…”

Section: Preparation and Empathy For Culturally Responsive Pedagogymentioning

confidence: 99%

“…Therefore, the primary concern of the teachers must be the acquisition of the knowledge regarding the culture that they aspire to include in the mainstream learning process. The teachers can grow empathy by generalising the cultural aspects and internalising those with their teaching proficiencies (Carter Andrews et al, 2018). The cultural knowledge of self can be applying in this technique as well.…”

Section: Preparation and Empathy For Culturally Responsive Pedagogymentioning

confidence: 99%

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Writing Lyrics in English to An Indigenous Iban Song-Towards The Efficacy of Culturally Responsive Pedagogy

Sabuk¹,

Aziz

2021

MJSSH

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The main purpose of this study was to examine the use of Indigenous Iban song in enhancing the level 2 pupils’ writing skills. Culturally responsive pedagogy is a progressive approach that shapes the future learning process This research was conducted in a rural school of the Limbang district in Sarawak. The participants of this research comprised of 20 pupils from Year 4 until Year 6. Year 6 pupils were included as they were not sitting for UPSR due to Pandemic. Action Research with the model Kemmis & McTaggart employed in this study. The findings from the questionnaires indicated a high level of agreement from the participants on implementation of writing lyrics in English to an indigenous Iban song.

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A Call to Action for Teacher Preparation Programs: Supporting Critical Conversations and Democratic Action in Safe Learning Environments

Cited by 23 publications

References 22 publications

Race-Visible Teacher Education: A Review of the Literature From 2002 to 2018

Race-Visible Teacher Education: A Review of the Literature From 2002 to 2018

“I Didn’t Want to Be Ignorant”: An Exploration of Why Preservice Teachers Sometimes Choose Silence in Critical Conversations About Texts With Elementary Children

Writing Lyrics in English to An Indigenous Iban Song-Towards The Efficacy of Culturally Responsive Pedagogy

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