Institutional racism and anti-racism in teacher education: perspectives of teacher educators

O’Brien, Joe

doi:10.1080/03323310902884326

Cited by 19 publications

(9 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A 2nd example included revising nursing orientation content to eliminate bias. The Anti-Racism and Race Literacy: A Primer and Toolkit for Medical Educators 30 was used as the foundation for the review. The guide outlined the key elements: 1) ensure people of different backgrounds are represented; 2) avoid using race in case studies as a biological explanation for illness rather than the illness based on social and structural inequalities associated with racism; 3) eliminate stereotypes; 4) address healthcare disparities; 5) focus on disrupting oppression in materials and seek outside opinions for review; and 6) invite and be receptive to alternative views because it is not possible for a single individual or group to truly eliminate bias alone.…”

Section: The Call For Actionmentioning

confidence: 99%

Nursing's Critical Role in Driving Toward Health Equity

Ridling,

Finch,

Moore

et al. 2023

JONA: The Journal of Nursing Administration

View full text Add to dashboard Cite

In the last decade, there has been active discourse within nursing communities regarding healthcare disparities associated with racism. To address this critical problem, a multidisciplinary team at a pediatric healthcare setting identified 33 projects across 4 key drivers of health equity. The drivers of health equity include: 1) developing a diverse nursing workforce; 2) creating a nursing culture with a strong sense of belonging; 3) providing learning and growth opportunities; and 4) providing equitable nursing care. This article describes 1 organization's approach to addressing healthcare disparities associated with racism through a nursing program to address equity, diversity, inclusion, and antiracism.

show abstract

Section: The Call For Actionmentioning

confidence: 99%

Nursing's Critical Role in Driving Toward Health Equity

Ridling,

Finch,

Moore

et al. 2023

JONA: The Journal of Nursing Administration

View full text Add to dashboard Cite

show abstract

“…A major finding of the Literature Review (henceforth LR and available to view at: https://www.ncl.ac.uk/mediav8/institute-for-social-science/files/Global%20Literature%20review%20-%20final.pdf) noted since the 1990s, was the need for specific, coherent, consistent and embedded anti‐racist pedagogies in ITE (see Arday & Mirza, 2018; Crozier & Davies, 2006; Daniel, 2009; Flintoff et al, 2014; Joseph‐Salisbury, 2020; Lander, 2011; Malin, 1997; Milner, 2010; Nieto, 2000; O'Brien, 2009; Pollock et al, 2010; Rezai‐Rashti & Solomon, 2008; Wilkins, 2013). Current provision was found to be lacking, particularly in the English context, leading to low levels of racial literacy (Joseph‐Salisbury, 2020), negative stereotyping of BGM pupils, and a lack of critical introspection, in turn leading to deficit perceptions by student teachers of children's home and cultural backgrounds (Bhopal & Rhamie, 2013).…”

Section: A Snapshot Of Findings From the Global Literature Reviewmentioning

confidence: 99%

“…The reasons articulated for a lack of focus on and barriers to anti‐racism by initial teacher educators revolved around a lack of tutor knowledge, and a lack of confidence (e.g., Arday and Mirza 2018), alongside a lack of time in the ITE/T curriculum (e.g., O'Brien, 2009, pp. 194–205).…”

Section: A Snapshot Of Findings From the Global Literature Reviewmentioning

confidence: 99%

Finding ‘pockets of possibility’ for anti‐racism in a curriculum for student teachers: From absence to action

Smith

Lander

2022

The Curriculum Journal

View full text Add to dashboard Cite

Many institutions have found the strength to name racism and seek space for curriculum and other systemic changes. We argue this is happening against a backdrop of curriculum, regulatory and policy changes in education, and particularly initial teacher education and training (ITE/T), which are de-racialised. We propose that a 'pocket of possibility' lies within such divergences, and present research leading to the creation of an anti-racism framework for ITE/T to support action against this emergent landscape. The paper documents each aspect of the research and snapshots of the findings of a global literature review of anti-racism in initial teacher education, which demonstrated the need for an embedded approach to anti-racism, informed by critical understandings of whiteness and racism. We share some of the complexities, obstacles, and effective anti-racism practices revealed in the review. The findings of the review led to the creation and analysis of a survey for ITE/T providers in England, which provided encouraging evidence of useful practice alongside needs of the profession. We conclude with a statement of intent and hope to maximise of the minimum entitlement of the Core Content Framework (CCF) by a purposeful undoing of the perpetual de-racialisation of education. K E Y W O R D Santi-racism, anti-racism framework, core content framework, de-racialisation, initial teacher education and training (ITE/T)

show abstract

“…From this standpoint, teacher education programs, as structural and systematic enterprises, are susceptible to and often perpetuate institutionalized racism and White privilege (O'Brien, 2009). Cross (2005) defined institutional racism as an invisible system of power and privilege operationalized through institutions, because they are the key sites where people learn the attitudes and behaviors to live by and make sense of the world: "This invisibleness leads to racism being pernicious, omnipresent, natural, and frequently unchallenged.…”

Section: Teacher Educationmentioning

confidence: 99%

Mapping Culturally Relevant Pedagogy into Teacher Education Programs: A Critical Framework

Allen

Hancock

Starker-Glass

et al. 2017

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

Background/Context Teacher education programs are charged with the daunting task of preparing the next generation of teachers. However, the extant literature has documented that teacher education programs have struggled to effectively arm teacher candidates with effective pedagogies to meet the needs of our increasingly diverse student population. Culturally relevant pedagogy (CRP) is a social justice framework posited to support academic achievement, cultural competence, and critical consciousness for all learners. To this end, this article examines the integration of CRP into teacher education programs. Purpose In this article, we discuss CRP and interrogate teacher education programs in the critical areas of governance and accountability, policies and programs, curriculum and instruction, and teacher educators. Furthermore, this article presents a conceptual framework for the integration of CRP into teacher education programs. Research Design This article is a conceptual paper that builds upon the hallmarks of CRP, which are rooted in a critical race paradigm that centers on exposing and challenging racial policies that maintain the status quo in teacher education programs. We present a critical framework to support the mapping of CRP into teacher education programs through critical reflection, social justice action, and critical questioning. Conclusion/Recommendations A teacher preparation program that does not critically interrogate race, power, and privilege in the context of schools does not maintain a social justice mission and consequently does not meet the tenets of CRP. A critical examination of race and other sociocultural concepts that disenfranchise K–12 students in schools must be an integral and reflective practice for teacher candidates. Requiring teacher candidates to gain skills in critical reflection and critical consciousness in an effort to deconstruct the existing social order is imperative to support culturally relevant pedagogy in teacher education curriculum.

show abstract

Institutional racism and anti-racism in teacher education: perspectives of teacher educators

Cited by 19 publications

References 28 publications

Nursing's Critical Role in Driving Toward Health Equity

Nursing's Critical Role in Driving Toward Health Equity

Finding ‘pockets of possibility’ for anti‐racism in a curriculum for student teachers: From absence to action

Mapping Culturally Relevant Pedagogy into Teacher Education Programs: A Critical Framework

Contact Info

Product

Resources

About