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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 -- 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.
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The duality of women scholars of color : transforming and being transformed in the academy / / edited by Gaétane Jean-Marie, Cosette M. Grant, Beverly Irby
