Humanizing Trayvon Martin: Racial Profiling, Implicit Biases, and Teacher Education

Abstract

The purpose of this article is to describe a pedagogical inquiry the author conducted to engage preservice teachers in social justice praxis and teacher activism to address the impact of racial profiling on classroom interactions by utilizing the Trayvon Martin case. The Martin case provided the opportunity to have rich, meaningful discussions regarding race, equality, and justice with preservice teachers so that they would be better equipped to tackle such issues in the classroom. Most important, this inquiry reinforces the notion that children of color will never be treated equally until we change how they are perceived.

“Be Current, or You Become the Old Man”: Crossing the Generational Divide in Hip-Hop Education

“…However, the title of hip-hop educator is a claim to identity. A long line of work in the field of teacher education has explored the implications of teacher identities (e.g., Desai, 2019;Schultz et al, 2018). The notion of a hip-hop educator is newer phenomenon, however.…”

Reading young adult fiction and the world to find racial civic litearcy in a social studies methods class

“…Within this subsection, these studies examined the way teacher educators within teaching methods courses pushed preservice teachers to grapple with race/ism as a part of the civic experience through classroom curriculum and course projects. Although there were a number scholars who have preservice teachers grapple with race/ism in general education courses or diversity courses (i.e., Desai, 2019;Milner, 2006;Solic & Riley, 2019), the studies in this section focused on methods courses because social studies specific teacher education courses is at the core of this study. The first group of studies focused on preservice teachers working through their ideas on race/ism (Buchanan, 2015;Demoiny, 2017;Hawkman, 2020;King, 2014King, , 2016Martell, 2017).…”