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Full-Text Articles in Education
Teacher Candidate Supervision For Social Justice: Orientations, Practices, And Challenges, Andrew E. Hood
Teacher Candidate Supervision For Social Justice: Orientations, Practices, And Challenges, Andrew E. Hood
Journal of Educational Supervision
The need for teachers who are thoughtful and attentive to issues of social justice is more apparent now than ever before. Teacher education can and should be tasked with preparing teachers to serve a student population that is becoming more diverse over time. As teacher educators who function within both the university coursework and student teaching fieldwork spaces, teacher candidate supervisors are well-positioned to support candidates to make sense of and incorporate social justice-centered practices in their teaching. Building on the findings of Jacobs (2006), a comprehensive literature review of journal articles published in the last 20+ years revealed that …
Ya'll Don't Hate White Supremacy Enough For Me: How Performative Dei Prevents Anti-Racism And Accountability In Higher Education, Dr Frederick V. Engram Jr, Katie Mayer
Ya'll Don't Hate White Supremacy Enough For Me: How Performative Dei Prevents Anti-Racism And Accountability In Higher Education, Dr Frederick V. Engram Jr, Katie Mayer
The Vermont Connection
Many institutions of higher learning and more specifically predominately white institutions (PWIs) have created divisions, teams, and administrative roles aimed at transforming problematic and racism-centered institutions. However, the teams and leaders almost never have true autonomy or institutional support in creating an environment not centered in whiteness or white feelings but one centered in disruption of the status quo and truly anti-racist. As scholars and practitioners, we find ourselves being requested to tailor our talks or teaching in a way that is digestible for white people. Meanwhile, students of color are being berated at athletic events, in their classes, and …
Towards A Theory Of Critical Consciousness: A New Direction For The Development Of Instructional And Supervisory Leaders, Shannon R. Waite
Towards A Theory Of Critical Consciousness: A New Direction For The Development Of Instructional And Supervisory Leaders, Shannon R. Waite
Journal of Educational Supervision
COVID-19 and the demand for racial justice caused the dark underbelly of white supremacy to be laid bare during 2020. These events call for a reexamination of the ontological and epistemological frameworks in academe and specifically within the field of educational leadership. The legacy of white supremacist ideology prevails as the existing and accepted ontological and epistemological perspectives of history offered in PreK-12 through post-secondary education. The political, economic, and social context highlights the need for instructional and supervisory leaders to be culturally responsive school leaders. This requires that programs preparing these leaders must grapple with and problematize the existing …
Unlearn: Preparing Preservice Teachers As Antiracist Educators, April Eddie
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.
Being Against The Black: Bad Faith And Anti-Black Racism (Guest Editors' Introduction), Amir A. Gilmore, Latoya Brackett, Davida Sharpe-Haygood
Being Against The Black: Bad Faith And Anti-Black Racism (Guest Editors' Introduction), Amir A. Gilmore, Latoya Brackett, Davida Sharpe-Haygood
Northwest Journal of Teacher Education
As a special journal issue, the guest editors continued their study on (anti)blackness within K-12 schooling and teacher preparation programs. Through the introduction’s white space, the guest editors attempt to theorize and center (anti)Blackness. Moreover, they existentially critique the “ordinary” assumptions about who can be a human and explain why Black existence continues on despite their collective suffering. The introductory article is organized as follows: (1) a thorough explanation of bad faith and antiblackness, (2) an illustration of antiblackness’ manifestations in K-12 schooling, and (3) the importance of using jazz as an analytic frame to curate the contributors’ scholarship.
Voices Of Teacher Graduates: Preparation For Black Mattering In Schools, Loyce E. Caruthers, Jennifer Waddell, Bradley Poos, Ashley N. Smith
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 …
Zero Tolerance Policies Are Anti-Black: Protecting Racially Profiled Students From Educational Injustice, Jonathan Lightfoot
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 …