How to be an antiracist teacher educator in the United States: A sketch of a Black male pedagogic provocateur

Ohito, Esther O.

doi:10.1016/j.tate.2020.103235

Cited by 8 publications

(2 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…By educating oneself alongside a like-minded colleague/group of colleagues, SSTEs can avoid Sleeter's (2017) interest convergence by holding themselves accountable to not perpetuate the status quo of White supremacy and privilege. Furthermore, it is my suggestion that for this friendship to work, each SSTE must be committed to do the deep and honest work evaluating and interrogating one's racialized self (Kinloch, 2018; Ohito, 2021). Although it will feel more comfortable to provide interventions for TCs than to reveal the truth behind one's racialized self, it is my summation that this work led me to learn “how not to be silent, but it took a gigantic kick in the butt” (Debrief 3, 8/2/21).…”

Section: Discussionmentioning

confidence: 99%

“…Ohito (2021) proclaims that before one can tell others how to do the work, we must first do the hard work on ourselves. Therefore, the research question that guided this manuscript was: How can I leverage my critical friendship to name my racialized self and reimagine my middle grades social studies methods course through an anti-racist lens?…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Critical friendship as vital to the development of RPCK

Barrow

Norman

2022

SSRP

View full text Add to dashboard Cite

PurposeThe purpose of this manuscript is to reveal how a White social studies teacher educator attempted to go from being a non-racist educator to an anti-racist educator (King and Chandler, 2016) and build her racial pedagogical content knowledge (RPCK).Design/methodology/approachThis manuscript is on part of a collaborative self-study. The authors used critical friendship (Schuck and Russell, 2005) and RPCK as the conceptual framework. The authors used self-study research methodology to analyze and interrogate analytical reflections, course syllabi, and course assignments. All data were analyzed through intentional and analytical dialogue over the course of weekly debriefs and three formal debriefing sessions.FindingsFindings from this study indicate that while stressful and challenging at times, the critical friendship with Taylor was vital in developing her RPCK. The friendship liberated and brought voice to her traditional, racialized self through intentional and analytic dialogue. This dialogue benefited the curricular review she was conducting on her content methods course to develop and integrate RPCK to her pedagogical mind.Research limitations/implicationsThe authors show that critical friendships can transform definitions of self and pedagogical practice. If social studies teacher educators are going to do the work of anti-racism, then it is our suggestion that they form a critical friendship to support their self-growth and pedagogical intentions before suggesting pedagogical innovations.Practical implicationsThis paper includes visual representation of RPCK that will allow other social studies teacher educators to teach the concept to their students. It also provides a framework to support others who want to work on their RPCK and racialized self.Originality/valueThis manuscript fulfills a need in the field by highlighting how a teacher educator can leverage a critical friendship to describe and reveal the enactment and analysis of balancing the self and practice regarding RPCK development. Visual representations of the conceptualization of RPCK are included.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%