Putting antiracism into action in teacher education: Developing and implementing an Antiracist Pedagogy Course Audit

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Teacher Education Pub Date : 2023-03-19 DOI:10.1080/10901027.2023.2192433

Colleen K. Vesely, Amber B. Sansbury, Meagan Call-Cummings, Stephanie L. Dodman, Xiaowen Chen, Neesa N’Diaye, Canaan Bethea, E. DeMulder, T. Frank, Bethany L. Letiecq, Beverly D. Shaklee, Jenice L. View

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引用次数: 0

Abstract

ABSTRACT Underscored by a long overdue call to challenge racism in teacher education (TE), we set forth to examine our own university TE classrooms to understand how we are both perpetuating and disrupting systemic racism and decentering whiteness, such that we can move toward sustained antiracist pedagogy for ourselves, our institutions, teacher candidates, and school communities. Undergirded by Critical Race Theory, this paper presents the development of an Antiracist Pedagogy Course Audit– a tool to develop instructor capacity to engage in critically reflective practices in five key areas: 1) Instructor Critical Consciousness; 2) Understanding Students’ Backgrounds and Experiences; 3) Course Readings and Content; 4) Classroom Learning Environment; and 5) Assignments and Assessments. We describe early implementation, process-oriented mechanisms for adaption, and applications of the tool in an early childhood education teacher education course.

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在教师教育中实施反种族主义:制定和实施反种族主义教育学课程审计

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来源期刊

Journal of Early Childhood Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.20

自引率

16.70%

发文量

期刊介绍： The Journal of Early Childhood Teacher Education, the official journal of the National Association of Early Childhood Teacher Educators, publishes original manuscripts, reviews, and information about association activities. Its purpose is to provide a forum for consideration of issues and for exchange of information and ideas about research and practice in early childhood teacher education. JECTE welcomes research reports, position papers, essays on current issues, reflective reports on innovative teacher education practices, letters to the editor and book reviews.