Black Liberation in Teacher Education: (Re)Envisioning Educator Preparation to Defend Black Life and Possibility

Coles, Justin A.; Stanley, Darrius A.

doi:10.15760/nwjte.2021.16.2.6

Cited by 21 publications

(7 citation statements)

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“…Additionally, the work of changing racist school systems and the socialization that occurs within cannot be relegated only to programs preparing teachers for perceived diverse or urban schools. We agree with Coles and Stanley (2021), "In an age of neoliberal incrementalism, predominantly white [White], aspiring teachers graduate from programs unprepared to see Black humanity and educate Black students" (p. 5).…”

Section: Significancementioning

confidence: 80%

“…Racism and oppression are both acquired and practiced throughout societal institutions, including schools, where children and youth are socialized. Coles and Stanley (2021) concur in stating, “as institutions that are part and parcel to the nation-state’s functioning, schools and the educators responsible for teaching and learning, are innately producers and/or enablers of antiblackness” (p. 3). The role of a teacher is critical in breaking this cycle.…”

Section: Introductionmentioning

confidence: 99%

“…The role of a teacher is critical in breaking this cycle. Teachers help children and youth interpret, make sense of and view the world around them, “characterized by […] ideologically and institutionally embedded conceptions of Blackness and Black people as less human than non-Black peoples (Coles and Stanley, 2021, p. 2). Therefore, it is critical that teachers understand themselves, the contexts of education, and their role in challenging racist curriculum and practices to create a more just and antiracist society.…”

Section: Introductionmentioning

confidence: 99%

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Preparing antiracist educators through transformative teacher education

Waddell

Poos

Caruthers

2022

JME

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Purpose This paper reports the findings of a study examining the impact of one teacher preparation program on the current practices of its graduates and documents the ways the program focused on equity and social justice in preparing educators who see themselves as agents for transforming schools. This paper aims to identify program elements that can be transformative in the preparation of antiracist teachers. Design/methodology/approach This study examined the stories of nine program alumni who shared preservice education experiences and reflections on current practices. Interview data, videotaped and transcribed verbatim, included the teachers’ reflections and perceptions of their preparation program and descriptions of current practices and areas to which they each attribute success as educators. Data were analyzed through inductive analysis. Findings Two thematic categories were identified: pedagogical experiences and foundational experiences. Pedagogical experiences were field experiences across multiple districts and schools, preparation for culturally relevant pedagogy and focus on building relationships with students and families. Foundational experiences included mindsets of examining self, conversations over time and truths about racism and inequity. Practical implications This study has clear implications for how programs prepare teachers for antiracism, social justice and educational equity. This paper should inform policy and practice in teacher education. Originality/value This study offers hope and guidance for teacher preparation programs and demonstrates that teacher education can and must be a leading contributor to an antiracist society.

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Section: Significancementioning

confidence: 80%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Preparing antiracist educators through transformative teacher education

Waddell

Poos

Caruthers

2022

JME

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“…Dominant stories confirm positions of power and worth (or lack or worth), creating a perceived reality of systemic racism (Delgado & Stefancic, 2000). Rather than continuing an ineffective, color-blind approach to education (Coles & Stanley, 2021), race-conscious narratives can provide knowledge and perspectives to illuminate deeply ingrained inequities and change cultural practices (Ladson-Billings & Tate, 1995). Counternarratives through autoethnography offer a powerful tool in knowledge collection and sharing, particularly given the low number of Black school superintendents.…”

Section: Literature Reviewmentioning

confidence: 99%

A Call for Black Superintendents to Document Their Experiences Through Autoethnography

Joseph

2023

Urban Education

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As a Black former superintendent of a U.S. urban school district, I understand the crucial need for Black superintendents to systematically document their experiences. Given the low number of Black school superintendents and the lack of research literature about them, Black superintendents need to describe and build knowledge about their experiences. In this article, I argue, autoethnographies allow Black superintendents to document their experiences, particularly focusing on how race and racism impact their work. On a broader scale, documenting and sharing experiences through autoethnography may lead to changes in the superintendent pipeline and social change. Future Black superintendents may use insights for strategic guidance and empowerment, increasing recruitment and retention in the superintendency. The article describes how Black superintendents can create an autoethnography and provides a brief personal example.

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“…Caldera (2020) defines anti-Blackness as "a distinct form of antagonism aimed or directed at people who are read as Black [enacted through] informal and formal policies and practices" (n.d.). Coles and Stanley (2021) describe anti-Blackness as "a global structure, characterized by the ways societies have ideologically and institutionally embedded conceptions of Blackness and Black people as less human than non-Black peoples" (p. 2). Dumas and ross (2016) similarly describe anti-Blackness as a particular threatening of and disdain for Black "humanity and possibility" (p. 420) borne of centuries of oppression of Black people reflected in racially inequitable policies and practices.…”

Section: Black Critical Theorymentioning

confidence: 99%

Identifying anti-Blackness and committing to Pro-Blackness in early literacy pedagogy and research: A guide for child care settings, schools, teacher preparation programs, and researchers

Wynter-Hoyte

Braden

Boutte

et al. 2022

Journal of Early Childhood Literacy

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This article is written for educators who serve as teachers, administrators, policy-makers in childcare settings, schools, classrooms, teacher preparation programs, programs that prepare educational researchers, and universities. Its purpose is to provide background, rationale, and support for individuals within those institutions to address the need to identify and counter anti-Black racist structures, policies, and practice within and beyond educational spaces. While the focus is on spaces connected to early literacy education, the content of this article will also be useful for educators and educational researchers in other areas of education. After providing a framework in Critical Race and Black Critical theories and addressing attempts to interrupt and take down any teaching about racial histories or contemporary issues, the authors provide extensive lists of questions that can be used for educational stakeholders to root out anti-Blackness in their institutions. A few of the elements of institutions addressed in this article include: early literacy and teacher preparation curriculum; decisions about academic futures and disciplinary measures based on biased assessments, testing, attitudes, and perceptions; hiring and retaining Black faculty and administration; and much more. Written with love and a sense of urgency and joy in the process of change, this article will provide impetus but also explicit guidance for educators to examine and analyze elements of their own institutions and use findings to engage in change that centers the excellence, joy, resistance, and resilience of Black people.

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Black Liberation in Teacher Education: (Re)Envisioning Educator Preparation to Defend Black Life and Possibility

Cited by 21 publications

References 0 publications

Preparing antiracist educators through transformative teacher education

Preparing antiracist educators through transformative teacher education

A Call for Black Superintendents to Document Their Experiences Through Autoethnography

Identifying anti-Blackness and committing to Pro-Blackness in early literacy pedagogy and research: A guide for child care settings, schools, teacher preparation programs, and researchers

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