Decentering Whiteness in Teacher Education: Addressing the Questions of Who, With Whom, and How

Andrews, Dorinda J. Carter; He, Ye; Marciano, Joanne E.; Richmond, Gail; Salazar, María del Carmen

doi:10.1177/0022487120987966

Cited by 40 publications

(21 citation statements)

References 25 publications

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“…As Women of Color and white women with and without disabilities, we drew on our lived and educational experiences to explore what it means to teach for liberation. Individually and as a group, we engaged in critical inquiry and praxis (Reyes et al, 2021) to decenter whiteness (Carter Andrews et al, 2021), speak back to reductionist narratives of marginalization (hooks, 2000), and prioritize the lived experiences of multiply‐marginalized children (Beneke et al, in press). In line with our commitments to participatory research methodologies, we honored teachers’ knowledge and experiences.…”

Section: Context and Methodsmentioning

confidence: 99%

DisCrit Literacies: Early Childhood Teachers Critically Reading School as Text and Imagining an Otherwise

Beneke

Machado

Taitingfong

2022

Reading Research Quarterly

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In this participatory case study, we explored the critical literacy practices of early‐career early childhood teachers in a year‐long inquiry group, examining how they collectively read school as text through DisCrit literacies. Bridging literature from Disability Critical Race Theory (DisCrit) and critical literacies scholarship, DisCrit literacies involve practices of critically reading school itself as text and uncovering intersecting systems of ableism and racism. We describe teachers’ collective engagement in DisCrit literacies, in which they: (a) deconstructed literacy practices and broader schooling mechanisms through repeated shared readings; (b) implicated themselves through critical readings of literacy classroom artifacts; and (c) identified and designed spaces of subversion and refusal in their literacy classrooms. Across each of these practices, early career early childhood teachers in our study used critical reading practices rooted in interdependence and presumptions of competence to redesign literacy routines. Ultimately, DisCrit literacies supported teachers in dismantling systems of regulation and classification in their early literacy classrooms, and—in solidarity with multiply‐marginalized children— imagining otherwise possibilities. We conclude with implications for teacher education and research, exploring how we might use DisCrit literacies to move toward humanizing early literacy spaces with and for multiply‐marginalized young children.

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Section: Context and Methodsmentioning

confidence: 99%

DisCrit Literacies: Early Childhood Teachers Critically Reading School as Text and Imagining an Otherwise

Beneke

Machado

Taitingfong

2022

Reading Research Quarterly

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“…Much has been written about the whiteness in teacher education that continues to persist in overwhelming ways (Carter Andrews et al, 2021). From majority white faculty and white teacher candidates to programs, policies, and practices that prioritize white dominance at the expense of students and faculty from Black, Indigenous, and People of Color (BIPOC) communities, there is little in teacher education that is unmarred by whiteness (Lee & Lee, 2020).…”

Section: Whitestream Norms In Literacy Methods Instructionmentioning

confidence: 99%

Shifting Epistemologies Amidst Whitestream Norms: Centering Black Language in an Elementary Literacy Methods Course

Lee

2022

Literacy Research: Theory, Method, and Practice

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This paper argues for a Black epistemological literacy education by centering Black equity in the process of teaching literacy methods. I offer a pedagogical model that stems from my own experiences disrupting required elementary literacy method courses. My approach utilizes Black Language to illustrate the linguistic, sociocultural, and cognitive dimensions of literacy, and therein draws awareness for how white monolingual norms are thoroughly normalized in literacy instruction. While the linguistic legitimacy of Black Language, particularly its phonological systems, have been well established, in our current state, phonics instruction belongs to White Mainstream English. I contend that any cognitive literacy instruction for Black Language speakers must leverage the tacit knowledge of their own language. Pre-service teachers must receive explicit instruction on understanding societal hierarchies, especially as anti-Blackness and white supremacist views of Black Language are intertwined. A Black epistemological literacy education is necessary in modeling for pre-service teachers how literacy curricula must move beyond tokens of diversity.

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“…Moreover, although much has been done to document the challenges experienced (Welsh, 2011) and views on PD programs (Kaplan Sayi, 2018) by teachers of the gifted in Western contexts, there has been comparably little investigation done in non-Western educational settings, such as the Middle East, and the United Arab Emirates specifically (AlGhawi, 2017). Increasingly, there is a demand to highlight educational practices coming from various parts of the world to “engage in dialectical and dialogical scholarly reflective actions to promote knowledge transformation in teacher education” and that this transformation needs to include “Teacher Educators of Color” (Carter Andrews et al, 2021, p. 135).…”

Section: Background Of the Studymentioning

confidence: 99%

“I Have Removed My Ceiling”: Qualitative Experiences of Teachers on Their Professional Development

Garces-Bacsal

Elhoweris

Mohamed

et al. 2022

Journal for the Education of the Gifted

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Gifted education in the United Arab Emirates is a nascent field that is coming into greater visibility with corresponding governmental and institutional support over the past 15 years. Massive efforts are now being strategically put in place, which includes actively training teachers to meet the government’s aim to prioritize giftedness and innovation at all levels and sectors, so that classroom pedagogies align with said initiatives to support gifted students. However, there is limited information about how teachers perceive the efficacy of the training they have received. This research aims to highlight the voices of teachers who received professional development on teaching the gifted over a 2-year period. Research findings revealed how teachers conceptualized “innovation” in their own teaching practice with the gifted, the participants’ perceptions on program impact, and the challenges faced in implementing what they have learned in their professional development.

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Decentering Whiteness in Teacher Education: Addressing the Questions of Who, With Whom, and How

Cited by 40 publications

References 25 publications

DisCrit Literacies: Early Childhood Teachers Critically Reading School as Text and Imagining an Otherwise

DisCrit Literacies: Early Childhood Teachers Critically Reading School as Text and Imagining an Otherwise

Shifting Epistemologies Amidst Whitestream Norms: Centering Black Language in an Elementary Literacy Methods Course

“I Have Removed My Ceiling”: Qualitative Experiences of Teachers on Their Professional Development

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