Beyond Antiracism: Abolitionist Teacher Learning Toward Institutional School Change

IF 4.5 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2025-10-30 DOI:10.1177/00224871251383154

Abby C. Emerson

引用次数: 0

Abstract

This study investigates educator and school leader perceptions of schools in New York City with interest in antiracist professional learning experiences. Through qualitative, semistructured interviews with 8 teacher educators, 12 teachers, and 8 school leaders, it examines tensions around institutional change in antiracist teacher learning. This study found that despite years of ongoing professional learning about race in the school district, there was pervasive avoidance of racial justice at district, school, and individual levels. Institutions and individuals demonstrated interest in antiracism while simultaneously avoiding transformative changes. Furthermore, the study considers the possibility of inservice teacher learning extending beyond antiracism into an abolitionist framework to achieve institutional change.

查看原文本刊更多论文

超越反种族主义：废奴主义教师向学校制度变革的学习

本研究调查了纽约市教育工作者和学校领导对反种族主义专业学习经验的看法。通过对8名教师教育者、12名教师和8名学校领导的定性、半结构化访谈，研究了反种族主义教师学习中制度变革带来的紧张关系。这项研究发现，尽管学区对种族问题进行了多年的专业学习，但在学区、学校和个人层面，普遍存在着对种族正义的回避。机构和个人表现出对反种族主义的兴趣，同时又避免变革。此外，研究还考虑了在职教师学习从反种族主义延伸到废除主义框架以实现制度变革的可能性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).