Reconceptualizing Social Justice in Teacher Education: Moving to Anti-racist Pedagogy

Prologue
References
Contents
Notes on Contributors
List of Figures
List of Tables
Part I: Laying the Foundation and Shifting Frames in Teacher Education
	Chapter 1: A Deep Dive: Reconceptualizing Social Justice in Teacher Education
		Literature Review
			Teacher Education Programs: Integrating Social Justice in PCK
				From Essentializing to Intersectionality to Ground Social Justice in Teacher Education
				Furthering the Work of Social Justice Dispositions in Teacher Education
				Historical Evolution of Multicultural Education to Social Justice
			Critical Pedagogy: Developing Learners for Democracy and Social Change
			Supporting Diverse Learners in Schools: Culturally Relevant Pedagogy
				Conclusion: Beyond Critical and Cultural Relevant Pedagogy to Anti-racist Pedagogy
		References
	Chapter 2: Envisioning Spaces of Anti-racist Pedagogy in Teacher Education Programs
		Introduction: Setting the Context
			Positionality
		Critical Race Theory in Education
		What Are We Doing? Colleges and Universities Cautiously Rise to the Challenge
			De-centering Whiteness
			Teaching Through White Guilt
		Moving Forward: Strategic Empathy and Anti-racist Pedagogy
			Continuing the Work
		Conclusion
		References
	Chapter 3: Becoming a Culturally Relevant and Sustaining Educator (CRSE): White Pre-service Teachers, Reflexivity, and the Development of Self
		Introduction
		Problem: The Case for CRSE
		Theoretical Framework: Culturally Relevant and Sustaining Education (CRSE)
		Modes of Inquiry
			Participant Observation
			Artifactual Collection
			Interviews
			Becoming Culturally Relevant and Sustaining Educators: Participants’ Perspectives
			Participants
				Nikki
				Jeremy
				Nessa
		Findings
			White Educators Must Be Self-Reflexive in Their Work Toward Becoming CRSE Educators
			The Process of Enacting CRSE Practices Can Be Isolating and Lonely
			There Is No Immediate Reward for This Work
		Conclusion
		References
Part II: Disrupting Teaching and Learning for Emancipatory Practices
	Chapter 4: Diversity-in-Action: From Data to Doing
		The Time and Place of Diversity-in-Action (DIA) at Rowan University
		Diversity-in-Action (DIA) Current Context at Rowan University
			Event That Disrupted Diversity Committee #1
			Event That Disrupted Diversity Committee #2
			Event That Disrupted Diversity Committee #3
		First Steps: From Faculty Diversity Committee to Diversity-in-Action
		Diversity in Action in Action #1—C4: Coffee, Critical Conversations, and Community
		Diversity in Action in Action #2: Clarifying and Providing Resources to Support DIA’s Vision
		Diversity in Action in Action #3: Perpetual Learning to Inform our Actions
		Diversity in Action Moving Forward
		References
	Chapter 5: On “Ceding Space”: Pushing Back on Idealized Whiteness to Foster Freedom for Students of Color
		Emancipatory and Antiracist Pedagogy and Teaching
		Whiteness as Goodness, Smartness, and Success
		White Performative Emotions Undermining Antiracist and Emancipatory Pedagogies
		White Fear
		White Wokeness
		Antiracist and Emancipatory Pedagogies and Practices in Action
		Concluding Thoughts
		References
	Chapter 6: Beyond Teaching Racial Content: Antiracist Pedagogy as Implementing Antiracist Practices
		Pedagogies and Impact of Social and Political Contexts
		What Is Antiracist Pedagogy?
		Why Antiracist Pedagogy?
		References
Part III: Curricula Revitalization for Preparing Today’s Pre-Service Teachers
	Chapter 7: The Stories We Teach By: The Use of Storytelling to Support Anti-racist Pedagogy
		Context of Our Journey
			Teaching Fellows
		Theoretical Frames
		How We Come to Know Ourselves
			Stephanie’s Story
			Brie’s Story
			Zalphia’s Story
			Common Threads
		The Stories We Tell
			How We Tell Our Stories
				Personal Experience Stories
				Letters to Students
			How We Tell Others’ Stories
				Children’s Literature
				Reading Memoir
				Leveraging Technology in Humanizing Ways
		Conclusion
		References
	Chapter 8: OutCasting Teacher Education: Abolishing Caste-Maintaining Practices in Teacher Education Programs
		A world without caste would set everyone free-Isabel Wilkerson
		Reflections on the Dual Pandemics of 2020: My Impetus for Examining Caste in Teacher Education
		Revisiting the American Race-Based Caste System
		Caste in Education
		How Is Caste Upheld in Teacher Education?
		OutCasting Teacher Education
		Charting a Path to Freedom from Caste
		References
	Chapter 9: A New Paradigm for Preparing Teachers of Black Males
		Introduction
		Understanding the Complexity of Black Male Identity
		Calling out Anti-black Racism
		Social Justice and Teacher Education
		Teacher Learning & Talking Race
		Conclusion
		References
Part IV: Anchoring Field Experience/Clinical Practice: Leveraging School-Family-Community Connections
	Chapter 10: Growing in Understanding of Ourselves and Each Other: Preparing Teachers for Anti-racist Classrooms Through Connections to the Field
		Institute for Urban Education
		Previous Studies
		Study Results and Fieldwork
		Conclusion
		References
	Chapter 11: Developing Culturally Responsive Anti-racist Activists
		My Activist Self
		My Activist Self
		Theoretical Frameworks
		Methods
		Urban Teacher Academy
			Instructional Model
			Seminars
			Urban Teacher Academy Professional Education Course
			Field Experience
			Graduate Support
		Reimagining of UTA
		Our Actions Infusing Activism into UTA
		Lessons Learned
			Decentering Whiteness
			Teachers as Social Justice Advocates
			Creating Inclusive Spaces
			Anti-racist Teachers
			Advocacy and Voice
		Conclusions
		References
	Chapter 12: The Role of Anti-racist Pedagogy and Practices in Professional Development Schools
		Introduction
		PDS Partnerships and the four Non-negotiables
		Reconceptualizing Anti-racism in School-University Partnerships
		The Role of Anti-racist Pedagogy and Practice: Voices from the Field
		Madji’s Story: Western Valley School
		Dan and Cathy’s Stories: South Atlantic Middle School
			Dan’s Story
			Cathy’s Story
		Brent and Casey’s Stories: Northeastern School
		Brent’s Beginnings
		Casey’s Beginnings
		Conclusion
		References
	Chapter 13: Working Toward Anti-racist Teacher Preparation: Clinical Experiences in Urban Schools
		Introduction
		Urban Teacher Education Programs and Clinical Experiences
		Asset-Based Framing of Teacher Education
		The Research Study
			Methods
			Participants and Procedures
			Data Sources and Analysis
		What We Found
			Creating Bridges Between Coursework and Fieldwork
				Building Relationships with Students
				Lesson Planning and Instruction
			School Placement Context
			Equity-Focused Coursework Was Not Enough: TCs’ Perceptions of Limited Pedagogical Development
		Discussion and Implications
		Assignments and Field Experiences for Urban TEP
			Urban Teacher Education Assignments
				Identity Chart and Implicit Bias Activities
				Community and School Asset Mapping
				Integrated Multidisciplinary Lesson Plans
			Field-Based Experiences
				Developing Norms and Class Expectations Collaboratively with Students
				Ongoing Critical Reflections of Teaching Practices
				Creating Authentic Assessments with Students
				Resource Analysis Audit
				Providing Opportunities for Students to Question and Critique Assignments, Assessments, Readings, and so on
				Find Ways to Include Community in Curriculum
				Creating Lesson Plan Templates and Observation Protocol to Promote Anti-racist Teaching
		Final Thoughts
		References
Epilogue
References
Index