scholarly journals Critical Race Theory: Disruption in Teacher Education Pedagogy

2020 ◽  
Vol 3 (1) ◽  
pp. 52-71
Author(s):  
Andrea N Smith
Keyword(s):  
Teacher Education ◽  
Critical Race Theory ◽  
Pedagogical Practices ◽  
Teacher Preparation Program ◽  
Teacher Education Programs ◽  
Critical Race ◽  
Race And Racism ◽  
Education Programs ◽  
Race Theory ◽  
12Th Grade

Teacher education programs are charged with preparing teacher candidates to successfully educate student populations that are more racially and culturally diverse than ever. However, a look at graduation rates among teacher education programs proves that the majority still produce, on average, a teaching force that is 80% White, although White students make up less than 49% the total Kindergarten-12th grade public school population (U.S. Department of Education, 2016). Absent from the dialogue on diversity in teacher education is a discussion on how race and racism are institutionalized and maintained within such programs (Sleeter, 2016). In this article, the use of Critical Race Theory (CRT) offers tools to examine the role of race and racism in teacher education. I further consider the role CRT can play in the disruption of postsecondary rhetoric about teacher education programs. Focus is placed on my own experiences in a Teaching Internship Seminar course when applying the structures of CRT to encourage conversations on disruptive practices that facilitate social justice in a course within a teacher preparation program. The tenets of interest convergence and permanence of racism are examined in the context of course development as pedagogical practices that disrupt normative patterns in teacher education. I conclude by envisioning how faculty in teacher education programs might address these challenges in such a way that offers suggestions derived from these tenets.

scholarly journals Experience with Diversity is Not Enough: A Pedagogical Framework for Teacher Candidates that Centers Critical Race Consciousness

2020 ◽  
Vol 2 (2) ◽  
pp. 40-59
Author(s):  
Alice Y. Lee ◽  
Amos J. Lee
Keyword(s):  
Teacher Education ◽  
Critical Race Theory ◽  
Teacher Candidates ◽  
Teacher Education Programs ◽  
Critical Race ◽  
Education Programs ◽  
Race Theory ◽  
Clinical Placements ◽  
White Teacher ◽  
Critical Race Consciousness

Given the overwhelming whiteness of teacher education, we offer a pedagogical approach rooted in critical race theory, and draw on Carter’s (2008) notions of critical race consciousness to: 1) center a critical race perspective in methods-based coursework; and 2) employ critical race theory to analyze the function and role of clinical fieldwork. In this article, we provide examples of how we engage white teacher candidates to preemptively take stock of their own racial journey and biases prior to being responsible for educating students of color. We also focus on the process of selecting clinical placements and assignments. We explicate how current selection criteria for clinical sites and cooperating teachers are undergirded by systems of white supremacy, and problematize the reality of majority white clinical placements. We further provide suggestions for teacher education programs that pay particular attention to the roles and responsibilities of white teacher educators and predominantly white teacher education programs.

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

Advancing Research Within Asian American Psychology Using Asian Critical Race Theory and an Asian Americanist Perspective

2021 ◽  
pp. 002216782110627
Author(s):  
Hyung Chol Yoo ◽  
Abigail K. Gabriel ◽  
Sumie Okazaki
Keyword(s):  
Critical Race Theory ◽  
Asian Americans ◽  
Asian American ◽  
Current Theory ◽  
Future Research ◽  
Critical Race ◽  
Race And Racism ◽  
Race Theory ◽  
American Psychology ◽  
History Of

Research within Asian American psychology continually grows to include a range of topics that expand on the heterogeneity, hybridity, and multiplicity of the Asian American psychological experience. Still, research focused on distinct racialization and psychological processes of Asians in America is limited. To advance scientific knowledge on the study of race and racism in the lives of Asian Americans, we draw on Asian critical race theory and an Asian Americanist perspective that emphasizes the unique history of oppression, resilience, and resistance among Asian Americans. First, we discuss the rationale and significance of applying Asian critical race theory to Asian American psychology. Second, we review the racialized history of Asians in America, including the dissemination of essentialist stereotypes (e.g., perpetual foreigner, model minority, and sexual deviants) and the political formation of an Asian American racial identity beginning in the late 1960s. We emphasize that this history is inextricably linked to how race and racism is understood and studied today in Asian American psychology. Finally, we discuss the implications of Asian critical race theory and an Asian Americanist perspective to research within Asian American psychology and conclude with suggestions for future research to advance current theory and methodology.

Dealing With the Elephant in the Classroom

2021 ◽  
pp. 1282-1295
Author(s):  
Ronald William Whitaker II ◽  
Angela Campbell ◽  
Jeramie Iannelli
Keyword(s):  
Critical Race Theory ◽  
Service Learning ◽  
Graduate Education ◽  
Students Of Color ◽  
White Privilege ◽  
Educational Experiences ◽  
Critical Race ◽  
Race And Racism ◽  
Race Theory ◽  
Education And Society

In his classic book titled Race Matters, West courageously deals with issues of race and racism in an unapologetic manner. In this chapter, the authors also unapologetically deal with issues of race and racism within the context of education and society. Specifically, the authors highlight a graduate education course within their institution that compels both students and professors to be vulnerable and truthful about race, racism, diversity, equity, systemic inequalities, and White privilege through service learning. The authors argue that his approach is necessary give the fact that historically, the aforementioned has impacted the educational experiences for students of Color, but in particular, Black and Brown children. The authors explore this work through critical race theory. The authors conclude the chapter with implications for practice.

Building Racial Justice Into a Master's Program

2022 ◽  
pp. 98-124
Author(s):  
Jenifer Crawford ◽  
Ebony C. Cain ◽  
Erica Hamilton
Keyword(s):  
Teacher Education ◽  
Critical Race Theory ◽  
Academic Program ◽  
Master's Program ◽  
Racial Justice ◽  
Critical Race ◽  
Race Theory ◽  
Language Teacher Education ◽  
Curriculum Instruction ◽  
Institutional Challenges

This chapter describes a five-year equity initiative to transform a language teacher education professional master's program into one that cultivates racial justice and equity-minded practices in graduates. This chapter will review program work over the last five years on two critical efforts involved in the ongoing five-year equity-minded initiatives. The program activities include data review and planning from 2017 to 2018 and equity curricular re-design from 2018 to 2020, where faculty revised program goals, curriculum, and syllabi. Critical race theory and equity-mindedness frameworks guided this equity initiative's process, goals, and content. The authors argue that building racial justice into a professional master's program requires applying a critical race analysis to the normative assumptions about academic program redesign. Individual and institutional challenges are discussed, and recommendations for building racial justice into the curriculum, instruction, and program policies are provided.

Calling In, Not Calling Out

2017 ◽  
pp. 217-235
Author(s):  
Anita Bright ◽  
James Gambrell
Keyword(s):  
Teacher Preparation ◽  
Critical Race Theory ◽  
Lived Experiences ◽  
Teacher Preparation Program ◽  
Critical Race ◽  
Marginalized Students ◽  
Preparation Program ◽  
Race Theory ◽  
Social Settings ◽  
Urban Institution

With a focus on transformation, this chapter engages educators in considering how the key ideas in Critical Race Theory may be immediately applicable in their own settings. The authors explain ways to define, identify, and disrupt microaggressions, and explore ways to serve as empathetic allies to marginalized students, families, and teachers. Grounded in the lived experiences of the two authors as they teach courses in an initial teacher preparation program at a large, urban institution in the Western U.S., this chapter includes vignettes that highlight the processes of calling in and being called in as a means to work towards greater equity and reduced oppression in educational and social settings.

scholarly journals The COVID States Project #73: American Attitudes Toward Critical Race Theory

2021 ◽  
Author(s):  
Alauna Safarpour ◽  
David Lazer ◽  
Jennifer Lin ◽  
Caroline H Pippert ◽  
James Druckman ◽  
...  
Keyword(s):  
Public Schools ◽  
Critical Race Theory ◽  
Psychological Needs ◽  
Critical Race ◽  
Dominant Group ◽  
Race And Racism ◽  
Race Theory ◽  
Executive Orders ◽  
Cable News ◽  
Socially Constructed

In a few short years, the scholarly approach known as Critical Race Theory (CRT) went from a relatively obscure academic framework to the new front in the American culture wars. CRT has made its way to the front pages of newspapers, cable news show’s primetime specials, Presidential executive orders, and a slate of laws and regulations dictating how history can be taught in public schools. Critical Race Theory1 is an academic movement of scholars who investigate and seek to change the existing power dynamic between race and racism in society.CRT began in the 1970s among legal scholars and has since influenced other fields such as sociology, education, and ethnic studies. CRT consists of several basic tenants or themes, although substantial individual variation exists across scholars. Among these is the notion that race is socially constructed (there is no biological basis for what we think of as race), the idea that racism is normalized as part of everyday society (it is entrenched in modern institutions and policies and can be difficult to combat), and the idea that the dominant group have little incentive to eliminate racism because the current racial hierarchy serves important material and psychological needs. Other themes in CRT include the idea of intersectionality which argues that belonging to multiple oppressed groups is a distinctive experience that is more than just the sum of its parts.

Applying Disability Critical Race Theory (DISCRIT) in the Practice of Teacher Education in the United States

2019 ◽  
Author(s):  
Valentina Migliarini ◽  
Subini Annamma
Keyword(s):  
United States ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Critical Race Theory ◽  
Multicultural Education ◽  
Education Reform ◽  
The United States ◽  
Critical Race ◽  
Behavioral Management ◽  
Race Theory

Strategies for behavioral management have been traditionally derived from an individualistic, psychological orientation. As such, behavioral management is about correcting and preventing disruption caused by the “difficult” students and about reinforcing positive comportment of the “good” ones. However, increased classroom diversity and inclusive and multicultural education reform efforts, in the United States and in most Western societies, warrant attention to the ways preservice teachers develop beliefs and attitudes toward behavior management that (re)produce systemic inequities along lines of race, disability, and intersecting identities. Early-21st-century legislation requiring free and equitable education in the least restrictive environment mandates that school professionals serve the needs of all students, especially those located at the interstices of multiple differences in inclusive settings. These combined commitments create tensions in teacher education, demanding that educators rethink relationships with students so that they are not simply recreating the trends of mass incarceration within schools. Disability Critical Race Theory (DisCrit) shifts the questions that are asked from “How can we fix students who disobey rules?” to “How can preservice teacher education and existing behavioral management courses be transformed so that they are not steeped in color evasion and silent on interlocking systems of oppression?” DisCrit provides an opportunity to (re)organize classrooms, moving away from “fixing” the individual—be it the student or the teacher—and shifting toward justice. As such, it is important to pay attention not only to the characteristics, dispositions, attitudes, and students’ and teachers’ behaviors but also to the structural features of the situation in which they operate. By cultivating relationships rooted in solidarity, in which teachers understand the ways students are systemically oppressed, how those oppressions are (re)produced in classrooms, and what they can do to resist those oppressions in terms of pedagogy, curriculum, and relationship, repositions students and families are regarded as valuable members. Consequently, DisCrit has the potential to prepare future teachers to create a learning environment that encourages positive social interactions and active engagement in learning focused on creating solidarity in the classroom instead of managing. This results in curriculum, pedagogy, and relationships that are rooted in expansive notions of justice. DisCrit can help preservice teachers in addressing issues of diversity in the curriculum and in contemplating how discipline may be used as a tool of punishment, and of exclusion, or as a tool for learning. Ultimately, DisCrit as an intersectional and interdisciplinary framework can enrich existing preservice teachers’ beliefs about relationships in the classroom and connect these relationships to larger projects of dismantling inequities faced by multiply marginalized students.

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