Education Commons^™

Who We Are: Focus On… Student Identity, Yarina Aguilar Becerra, Cecilia Diojuan, Jasmine Walker, Neera Malhotra, David Peterson Del Mar, Vicki Reitenauer

University Studies Faculty Publications and Presentations

In short

• Increasingly, professionals in higher education are acknowledging the short- and long-term impacts on individuals and communities of institutional failures to create welcoming, inclusive, and caring environments for traditionally underrepresented students.
• Student voices, reflecting on their lived and felt experiences in college, have been less frequently present in the discussions about inclusion in higher education.
• Listening to students from underrepresented groups has the potential to redefine and renew how we understand education and ourselves, offering a template and a foundation for the dense network of relationships that a student-focused institution of higher education ought to aspire to and build …

Unlearn: Preparing Preservice Teachers As Antiracist Educators, April Eddie

Northwest Journal of Teacher Education

This paper explores a Teacher Education faculty member’s approach in providing preservice teachers a holistic, antiracist preparation that includes prioritizing the hiring of Black and Brown faculty, teaching critical pedagogies, and providing diverse experiences to enhance their theoretical and classroom learning. Although research that explores the impact of race and education exists, more is needed if we are to deconstruct the impact of antiblackness in Teacher Education programs.

Voices Of Teacher Graduates: Preparation For Black Mattering In Schools, Loyce E. Caruthers, Jennifer Waddell, Bradley Poos, Ashley N. Smith

Northwest Journal of Teacher Education

The Institute for Urban Education (IUE) began in 2005, following unitary status of Kanas City Public Schools in 2003, as a four-year undergraduate urban teacher preparation program to prepare students to interrupt school-centered practices of Eurocentric identity and antiblackness. A program feature entails recruitment of high school students from urban communities and scholarships to support fulltime preparation without employment distractions. Graduates commit to teach for a minimum of four-years in an urban school. Our investigation incorporated BlackCrit with in-depth interviews to capture the experiences of nine graduates in the schools where they teach or engage in school leadership. While testimonials …

Black Liberation In Teacher Education: (Re)Envisioning Educator Preparation To Defend Black Life And Possibility, Justin A. Coles, Darrius Stanley

Northwest Journal of Teacher Education

Current configurations of teacher education programs are insufficient in attracting and producing teachers equipped to teach through the permanence of antiblackness, instead still relying on race-neutral or color-evasive pedagogies that perpetuate the misrecognition of antiblackness. As evident by the sustained inequities experienced by Black children and the routine marginalization of Black (teacher) educators in the field, we recognize that teacher education programs, and subsequently P-12 classrooms, are not designed nor equipped to reduce the harm caused by persistent anti-Black racism. Despite the ways Blackness is derided and invisibilized in educator preparation, Black students, families, and communities have long countered anti-Black …

Beyond Brutality: Addressing Anti-Blackness In Everyday Scenes Of Teaching And Learning, Karen Zaino, Jordan Bell

Northwest Journal of Teacher Education

While scenes of incredible and troubling violence, such as that of Black children handcuffed or brutalized by school security officers, have sometimes been leveraged to highlight the anti-Blackness endemic in schools, Saidiya Hartman’s (1997) book Scenes of Subjection: Terror, Slavery, and Self-Making in Nineteenth-Century America suggests that we must also attend to scenes in which terror can hardly be discerned to identify and unravel the subtle threads of anti-Blackness that pervade contemporary schooling. That is this paper’s aim: to look beyond the scenes of spectacular suffering and to locate the pervasiveness of anti-Blackness in the mundane routines of teaching and …

Reflections On The Politics Of Professionalism: Critical Autoethnographies Of Anti-Blackness In The Ela Classroom, Stephanie P. Jones, Robert P. Robinson

Northwest Journal of Teacher Education

As Black educators, we are implanted with testimonies of how our pedagogies remained in close proximity to whiteness. We employ antiblackness and critical race theory frameworks. Through what we call vignettes of repair we address ourselves and our students to first, repair the harm we caused and second, to engage in collective witnessing that makes room for (re)claiming and (re)membering our own knowledge. From our critical reflection, we propose that teacher educators engage in a similar practice for their prospective teachers.

Zero Tolerance Policies Are Anti-Black: Protecting Racially Profiled Students From Educational Injustice, Jonathan Lightfoot

Northwest Journal of Teacher Education

When students are tracked from their schools into the juvenile and adult criminal justice system, primarily because of zero-tolerance policies, they fall victim to a practice that is now widely known as the school-to-prison pipeline. President Obama urged educators to abandon severe disciplinary policies that criminalize students for offenses that could be handled without law enforcement (Du, 2015). A review of the literature indicates a disproportionate number of Black students are at a greater risk of being adversely impacted by such policies thus increasing their chances of having a negative educational experience. Research shows that Black students receive higher rates …

If You Are Not Ready, Then Step Aside: Intentionally Centering The Black Male Body In Teacher Education, Cherrel Miller Dyce, Julius Davis

Northwest Journal of Teacher Education

The conditions of Black male students in K-12 schools have been well-documented by scholars and clearly illustrate institutionalized anti-Black maleness that continues to go unaddressed or, in some cases, never addressed in most educator preparation programs and school systems in the U.S. We call for the centering of Black male bodies in teacher education and offer Afrocentric Assessment Mattering Pathways (AAMP) for guidance for intentionally centering the Black male body in teacher education: 1) critical anti-black self-reflection, 2) Afrocentric curricular change using Black history, and 3) engaging in off-campus Afrocentric environments.

Conceptualizing Clinical Supervision In An Era Of Clinically-Based Teacher Education, Amy Bacevich

Northwest Journal of Teacher Education

This essay argues that robust fulfillment of the university clinical supervisor’s role is essential to realizing the promise of clinically-based teacher education. To that end, I present a model for clinically-based supervision. The model captures the complex relationships among clinical supervisor, teacher candidate, and the content of P-12 teaching, overlaid with clinically-based routines that give shape to those relationships, and situated within the multiple environments that both constrain and facilitate the supervisor’s work. This model can help the field to: focus on the goal of teacher candidates’ learning to see, navigate, and work constructively within P-12 teaching; examine the shape …

Edd Graduate Perspectives: Uplifting Our Own Voices, Staci B. Martin, Kara Gournaris, Zafreen Jaffery, Lisa Janie Hatfield, Su-Jin Sue Jung, Li Xiang, Ingrid Anderson, Micki M. Caskey

Education Faculty Publications and Presentations

The purpose of this essay is to share the voices of EdD graduates who are often underrepresented or missing in the literature. To begin, we invited EdD graduates to co-author this article about the connection among their EdD program experiences and interactions and their activism. We included our definition of activism and posed three open-ended questions. Six program graduates and one professor agreed to organize the graduates’ responses by the question topics and salient themes. We asked about our experiences in the EdD program and how these influence—positively and negatively—what we are doing now (post-program). We found (a) relationships with …