Reconceptualizing social justice in teacher education : moving to anti-racist pedagogy / Susan Browne, Gaëtane Jean-Marie. editors.
Browne, Susan, 1956- editor.; Jean-Marie, Gaëtane, editor.
2022
LC192.2 .R43 2022
Available Online

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Title Reconceptualizing social justice in teacher education : moving to anti-racist pedagogy / Susan Browne, Gaëtane Jean-Marie. editors.
ISBN 9783031166440 electronic book
3031166442 electronic book
9783031166433 hardcover
3031166434
DOI https://doi.org/10.1007/978-3-031-16644-0
Published Cham : Palgrave Macmillan, [2022]
Language English
Description 1 online resource (xxvii, 283 pages) : illustrations
Other Standard Identifiers 10.1007/978-3-031-16644-0 doi
Call Number LC192.2 .R43 2022
Dewey Decimal Classification 370.11/5
Summary This edited volume explores and extends themes in contemporary educational research on teacher preparation and the evolution in social justice education to antiracist pedagogy. These times call for teacher education to reconsider how the work devoted to social justice is explicit and intentional about its commitment to a racially just society. What does it mean for teacher education to seize this moment to confront racism and inequities that continue to perpetuate in society and school? The book highlights efforts that are being augmented to prepare teacher candidates and future faculty to address systemic racism in their teaching practices. Susan Browne is Associate Professor in the Department of Language, Literacy, and Sociocultural Education at Rowan University, USA. Brownes research interests and publications are in the areas of critical pedagogies, urban education, diverse literature, and reader response. Gaetane Jean-Marie is Dean of the College of Education at Rowan University, USA. Jean-Maries research focuses on educational equity and social justice in P12 schools, women and leadership in the P-20 system, and leadership development and preparation in a global context. .
Note IntroductionPart I: Laying the Foundation and Shifting Frames in Teacher EducationChapter 1. A Deep Dive: Reconceptualizing Social Justice in Teacher EducationChapter 2. From Stories to Systems: Examining Trauma Informed Educational Practices through the Lens of Systemic Racism Chapter 3. Engaging in Advocacy and Praxis: A Faculty Collaborative for EquityPart II: Disrupting Teaching and Learning for Emancipatory Practices Chapter 4. Envisioning Spaces of Practice and Praxis: Where Does Anti-racist Pedagogy fit in Teacher Education?Chapter 5. On 'ceding space': Pushing Back on Idealized Whiteness to Foster Freedom for Students of Color Chapter 6. Beyond Teaching Racial Content: Anti-racist Pedagogy as Implementing Antiracist Practices Part III. Curricula Revitalization for Preparing Today's Pre-Service Teachers Chapter 7. More Than Knowledge and Skills: Fostering Dispositions for Urban Teaching and LearningChapter 8. Out-Cast(e)ing Teacher Education: Contouring an Anti-racist Framework of Urban Teacher Preparation Chapter 9. A New Paradigm for Preparing Teachers of Black MalesPart 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 ClassroomsChapter 11. The Teachers Our Students Need: Developing Culturally Responsive Anti-racist Activists Chapter 12. The Role of Anti-Racist Pedagogy and Practices for Clinical Interns in Professional Development SchoolsChapter 13. Clinical Experience in Urban Schools: Working Toward Anti-racist Teacher PreparationChapter 14. Conclusion.
Bibliography, etc. Note Includes bibliographical references and index.
Access Note Access limited to authorized users.
Source of Description Description based on online resource; title from digital title page (viewed on January 31, 2023).
Added Author Browne, Susan, 1956- editor.
Jean-Marie, Gaëtane, editor.
Available in Other Form Print version : 9783031166433
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Intro
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

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