Using Critical Self-Study to Build Racial Literacy Pedagogy

Author:

Flynn Jill Ewing1,Rolón-Dow Rosalie1ORCID,Worden Lynn Jensen1

Affiliation:

1. University of Delaware, USA

Abstract

This chapter describes a critical self-study conducted by teacher educators as they taught and learned with their students about race and its impact on education. Responding to calls for more research on social justice-focused pedagogy, the chapter seeks to help teacher educators consider how to build racial literacy in their teacher candidates. Despite the enduring significance of race and the disparities that exist between the experiences of white students and those of racially minoritized students, teacher candidates are often under-prepared for understanding the impact of race and racism or for knowing how to address it in their future classrooms. The responsibility for building skills and understanding related to race and education falls squarely on the shoulders of teacher educators, and this self-study shows one model for centering that work.

Publisher

IGI Global

Reference39 articles.

1. Basford, L., & Trout, M. (2014, November). Resistance, recovery and transformation: Two white teacher educators’ experiences. Paper presented at the National Association for Multicultural Education Conference, Tucson, AZ.

2. Feeling Race: Theorizing the Racial Economy of Emotions

3. Guidelines for Quality in Autobiographical Forms of Self-Study Research

4. Principles of Social Justice Education: The Social Justice Education in Schools Project

5. Clausen, C. (2017). Living and teaching for social justice: Teacher educators’ stories and experiences (Doctoral dissertation). Retrieved from University of Northern Iowa ScholarWorks.

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