Critical Race Theory: Disruption in Teacher Education Pedagogy
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 te...
Main Author: | |
---|---|
Format: | Article |
Language: | English |
Published: |
OpenED Network
2020-06-01
|
Series: | Journal of Culture and Values in Education |
Subjects: | |
Online Access: | https://cultureandvalues.org/index.php/JCV/article/view/71 |
id |
doaj-85628bdf4ef14d01994a6a07f0864bad |
---|---|
record_format |
Article |
spelling |
doaj-85628bdf4ef14d01994a6a07f0864bad2020-11-25T03:53:50ZengOpenED NetworkJournal of Culture and Values in Education2590-342X2020-06-013110.46303/jcve.03.01.4Critical Race Theory: Disruption in Teacher Education PedagogyAndrea N Smith0University of West Georgia 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. https://cultureandvalues.org/index.php/JCV/article/view/71critical race theorypedagogyteacher educationdisruptionraceracism |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Andrea N Smith |
spellingShingle |
Andrea N Smith Critical Race Theory: Disruption in Teacher Education Pedagogy Journal of Culture and Values in Education critical race theory pedagogy teacher education disruption race racism |
author_facet |
Andrea N Smith |
author_sort |
Andrea N Smith |
title |
Critical Race Theory: Disruption in Teacher Education Pedagogy |
title_short |
Critical Race Theory: Disruption in Teacher Education Pedagogy |
title_full |
Critical Race Theory: Disruption in Teacher Education Pedagogy |
title_fullStr |
Critical Race Theory: Disruption in Teacher Education Pedagogy |
title_full_unstemmed |
Critical Race Theory: Disruption in Teacher Education Pedagogy |
title_sort |
critical race theory: disruption in teacher education pedagogy |
publisher |
OpenED Network |
series |
Journal of Culture and Values in Education |
issn |
2590-342X |
publishDate |
2020-06-01 |
description |
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.
|
topic |
critical race theory pedagogy teacher education disruption race racism |
url |
https://cultureandvalues.org/index.php/JCV/article/view/71 |
work_keys_str_mv |
AT andreansmith criticalracetheorydisruptioninteachereducationpedagogy |
_version_ |
1724476356709842944 |