Advancing Race and Ethnicity in Education by
*See chapter* - Initial teacher education: The practice of whiteness. pp.93-110
Confronting Racism in Teacher Education by
Confronting Racism in Teacher Education aims to transform systematic and persistent racism through in-depth analyses of racial justice struggles and strategies in teacher education. By bringing together counternarratives of critical teacher educators, the editors of this volume present key insights from both individual and collective experiences of advancing racial justice. Written for teacher educators, higher education administrators, policy makers, and others concerned with issues of race, the book is comprised of four parts that each represent a distinct perspective on the struggle for racial justice: contributors reflect on their experiences working as educators of Color to transform the culture of predominately White institutions, navigating the challenges of whiteness within teacher education, building transformational bridges within classrooms, and training current and inservice teachers through concrete models of racial justice. By bringing together these often individualized experiences, Confronting Racism in Teacher Education reveals larger patterns that emerge of institutional racism in teacher education, and the strategies that can inspire resistance.
Decolonization and Feminisms in Global Teaching and Learning by
Decolonization and Feminisms in Global Teaching and Learning is a resource for teachers and learners seeking to participate in the creation of radical and liberating spaces in the academy and beyond. This edited volume is inspired by, and applies, decolonial and feminist thought - two fields with powerful traditions of critical pedagogy, which have shared productive exchange. The structure of this collection reflects the synergies between decolonial and feminist thought in its four parts, which offer reflections on the politics of knowledge; the challenging pathways of finding your voice; the constraints and possibilities of institutional contexts; and the relation between decolonial and feminist thought and established academic disciplines. To root this book in the political struggles that inspire it, and to maintain the close connection between political action and reflection in praxis, chapters are interspersed with manifestos formulated by activists from across the world, as further resources for learning and teaching. These essays definitively argue that the decolonization of universities, through the re-examination of how knowledge is produced and taught, is only strengthened when connected to feminist and critical queer and gender perspectives. Concurrently, they make the compelling case that gender and feminist teaching can be enhanced and developed when open to its own decolonization.
The decolonization of Aboriginal education: Dialogue, reflection, and action in Canada. In Educational Theories and Practices from the Majority World by
Educational Theories and Practices from the Majority World draws attention to ethnocentrism in educational research and practice. Whether it is educational theory, research or educational practices, most of the discourse is strongly marked by one single model, Western, so-called "modern" schooling. Scientific knowledge about education is typically seen as Western, and non-Western contexts are made subject to Western paradigms of inquiry. This book counters this Western ethnocentrism and suggests some means to fight it. The Western perspective stems from a minority and it does not represent the majority of the world population that is situated outside of Europe and North-America. For millennia, various forms of educational theory and practices have been developed all over the world, and these are still in existence even though they may be ignored and despised by mainstream educational science. What does this wealth of educational forms have to offer in terms of innovative ideas? Could some of these be used to improve the quality and the appropriateness of modern schooling everywhere in the world? The book contains contributions by authors from Africa, Asia, Europe, North America, Oceania, and South America. Several of them usually write in French or in Spanish, which will permit access to theories and research not always covered in English.
Developing Culturally and Historically Sensitive Teacher Education by
Shortlisted for the UK Literacy Association's Academic Book Award 2021This volume explores the literacy education master's degree program developed at Universidad de Guadalajara in Jalisco, Mexico, with the aim of addressing the nation's emerging social, economic, technological, and political needs. Developing the program required taking into account the cultural diversity, historical economic disparities, indigenous and colonial cultures, and power inequities of the Mexican nation. These conditions have produced economic structures that maintain the status quo that concentrates wealth and opportunity in the hands of the very few, creating challenges for the education and economic life for the majority of the population. The program advocates providing tools for youth to critique and change their surroundings, while also learning the codes of power that provide them a repertoire of navigational means for producing satisfying lives.Rather than arguing that the program can be replicated or taken to scale in different contexts, the editors focus on how their process of looking inward to consider Mexican cultures enabled them to develop an appropriate educational program to address Mexico's historically low literacy rates. They show that if all teaching and learning is context-dependent, then focusing on the process of program development, rather than on the outcomes that may or may not be easily applied to other settings, is appropriate for global educators seeking to provide literacy teacher education grounded in national concerns and challenges. The volume provides a process model for developing an organic program designed to address needs in a national context, especially one grounded in both colonial and heritage cultures and one in which literacy is understood as a tool for social critique, redress, advancement, and equity.
Respecting Difference by
Respecting Differencedemonstrates how teacher educators in the UK and worldwide can attract, recruit and support black and minority ethnic students to become much-needed and valued future teachers and educational leaders. This accessible guide presents insights into the institutional and individual dilemmas and experiences of both tutors and students involved in Post-Graduate Certificate in Education (PGCE) courses as they deal with issues of race, faith and culture. While the book collects and shares good practice, case studies throughout the book highlight specific ways tutors and students have explored and learned from difficult situations to develop positive outcomes. Student experiences are fundamental in framing the outcomes, particularly in respect of racist incidents and the dynamics of institutional racism. The book demonstrates how to create spaces and networks where people can express themselves and seek support so that problems are recognized and resolved. The book includes: * A snapshot of policy and practice on the PGCE * Clear and up-to-date descriptions of race-relations policies, procedures and legislative guidance * Clarification of the responsibilities of tutors in relation to professional practice in issues of diversity * Case studies based on real examples, such as how to support Muslim women students, and how to deal with the sensitive topic of racism in the classroom.
Teacher Education for Diversity by
Foregrounding the diversity that characterises various educational settings, this book discusses how histories and geographies of oppression, exclusion and marginalisation have impacted on teacher education. Contributors draw on first-hand experiences of living and working in countries including Brazil, China, South Africa, New Zealand and Malawi. Positioned in a geographical and metaphorical ¿Global South¿, the book draws critical attention to debates which have been otherwise marginalised in relation to those conducted in the ¿Global North¿. Chapters address difference and diversity on both a conceptual and empirical level, acknowledging the significance of various global trends including increased migration and urbanisation; and broadening understandings of race, religion, gender, sexuality and dis/ability. Taken together, these chapters reveal the extent of the work which still remains to be done in the field of teacher education for diversity. The issues discussed are of global significance, making this text key reading for teachers, teacher educators, and those concerned with the advancement of social justice and reduction of inequality through education.
Brown, K. D. (2013). Trouble on my mind: Toward a framework of humanizing critical sociocultural knowledge for teaching and teacher education. Race, Ethnicity and Education, 16(3), 316-338.
Carter Andrews, D., He, Y., Marciano, J., Richmond, G., & Salazar, M. (2021). Decentering whiteness in teacher education: Addressing the questions of who, with whom, and how. Journal of Teacher Education, 72(2), 134– 137.
Costa, G. D. S., Mallows, D., & Costa, P. L. S. (2020). Paulo Freire, the Decolonial Curriculum and the Experience of the Professional Masters in Youth and Adult Education in Bahia, Brazil. Adult Learner: The Irish Journal of Adult and Community Education, 96, 96-110.
Cushing, I., & Snell, J. (2022). The (white) ears of Ofsted: a raciolinguistic perspective on the listening practices of the schools inspectorate. Language in Society.
Davis, S., Haughton, C., Chapman, S., Okeke, R., Yafele, A., Yu, K., & Smith, M. (2022). The recruitment and retention of teachers of colour in Wales. An ongoing conundrum? The Curriculum Journal, Advanced online publication.
Domínguez, M. (2019). Decolonial innovation in teacher development: praxis beyond the colonial zero-point. Journal of Education for Teaching, 45(1), 47-62.
Domínguez, M. (2021). Cultivating Epistemic Disobedience: Exploring the Possibilities of a Decolonial Practice-Based Teacher Education. Journal of Teacher Education, 72(5), 551-563.
Gabi, J., Olsson Rost, A., Warner, D., & Asif, U. (2022). Decolonial praxis: Teacher educators' perspectives on tensions, barriers, and possibilities of anti-racist practice-based Initial Teacher Education in England. The Curriculum Journal, Advanced online publication.
Khoja-Moolji, S. (2017). Pedagogical (re) encounters: Enacting a decolonial praxis in teacher professional development in Pakistan. Comparative Education Review, 61(1), 146-170.
Kholi, R. (2008). Breaking the cycle of racism in the classroom: Critical race reflections from future teachers of color. Teacher Education Quarterly, 35(4), 177– 188.
Lyiscott, J., Caraballo, L., & Morrell, E. (2018). An anticolonial framework for urban teacher preparation. The New Educator, 14(3), 231– 251.
Nayeri, C., & Rushton, E. (2021). Methodologies for decolonising geography curricula in the secondary school and in Initial Teacher Education. London Review of Education, 20(1).
Picower, B. (2009). The unexamined whiteness of teaching: How white teachers maintain and enact dominant racial ideologies. Race Ethnicity and Education, 12(2), 197– 215.
Riley, T., & Pidgeon, M. (2019). Australian teachers voice their perceptions of the influences of stereotypes, mindsets and school structure on teachers' expectations of Indigenous students. Teaching Education (Columbia, S.C.), 30(2), 123-144.