Experience with Diversity is Not Enough: A Pedagogical Framework for Teacher Candidates that Centers Critical Race Consciousness

Alice Y Lee,Amos J Lee

doi:10.46303/jcsr.2020.9

Abstract

Given the overwhelming whiteness of teacher education, we offer a pedagogical approach rooted in critical race theory, and draw on Carter’s (2008) notions of critical race consciousness to: 1) center a critical race perspective in methods-based coursework; and 2) employ critical race theory to analyze the function and role of clinical fieldwork. In this article, we provide examples of how we engage white teacher candidates to preemptively take stock of their own racial journey and biases prior to being responsible for educating students of color. We also focus on the process of selecting clinical placements and assignments. We explicate how current selection criteria for clinical sites and cooperating teachers are undergirded by systems of white supremacy, and problematize the reality of majority white clinical placements. We further provide suggestions for teacher education programs that pay particular attention to the roles and responsibilities of white teacher educators and predominantly white teacher education programs.

Highlights

Teacher preparation programs continue to be overwhelmingly white (Liu & Ball, 2019)
Given the overwhelming whiteness of teacher education, we offer a pedagogical approach rooted in critical race theory, and draw on notions of critical race consciousness to: 1) center a critical race perspective in methods-based coursework; and 2) employ critical race theory to analyze the function and role of clinical fieldwork
As faculty who have led such endeavors, we have found that experience with diversity in these arenas is not enough to ameliorate deeply entrenched deficit thinking, from a majority white teacher candidate demographic with backgrounds from predominantly white contexts and communities

Summary

INTRODUCTION

Teacher preparation programs continue to be overwhelmingly white (Liu & Ball, 2019). This white majority phenomenon, is not recent nor new. For the foreseeable future, an expansive chasm will persist between our anticipation for a more diverse teacher demographic and current teacher education programs monopolized by white teacher candidates Given this reality, the first prong regarding critical race consciousness work pays attention to how literacy and general methods courses can disrupt white dominant norms and center communities of color. Teacher education programs that promote their one or two mandated equity-related courses, offer optional curricular tracks focused on equity, and/or hire some faculty of color as a sign of change, substantiate watered down notions of social justice that do little to improve teacher preparation for a more racially just future (Ladson-Billings, 2011; Zeichner, 2006). Foundational courses are profoundly relevant as they afford teacher candidates the opportunities to develop an explanatory framework and critical lens to identify and ameliorate structures of inequity embedded within schools

A Critical Eye on Field Placements

Findings

CONCLUSION