Reconceptualizing social justice in teacher education : moving to anti-racist pedagogy /
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Reconceptualizing social justice in teacher education : moving to anti-racist pedagogy /

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 abo...

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Bibliographic Details
Main Author: Browne, Susan (Editor)
Corporate Author: SpringerLink (Online service)
Other Authors: Jean-Marie, Gaƫtane (Editor)
Format: Online Book
Published: Cham : Palgrave Macmillan, 2022.
Access:Online version
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Table of Contents:
  • 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