But Good Intentions are Not Enough: Preparing Teachers to Center Race and Poverty

Abstract

Drawing from principles of critical race theory, the authors consider the curriculum of teacher education as a potential policy and practice site for centering the interconnections of race and poverty in the preparation of teachers. Several macro-level recommendations are advanced that might influence practices in teacher education and ultimately in P-12 classrooms. These policies suggestions include (1) Reform the curriculum of teacher education to emphasize a deeper study of race; (2) Reform the curriculum of teacher education to emphasize a deeper study of poverty; and (3) Reform the curriculum of teacher education to emphasize a deep study of the nexus between race and poverty. The authors conclude with the observation that although teachers and teacher educators tend to have good intentions, those intentions too often fail to meet the needs of Black and Brown students or students living in poverty.Keywords Race Á Poverty Á Teacher education Á Student learning Á Policy Á PracticeIn this article, we use critical race theory (CRT) as an analytic tool to explore how policy and practice in teacher education can be reformed to ensure Black and Brown students and students in poverty have a better chance of success in the United States (U.S.) by preparing teachers to center the nexus between poverty and race; we stress that teachers examine these two factors separately as well as in combination in order to help build their knowledge and understanding to ultimately inform their practice.

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