Discomfort, Resistance, and Othering
A Poetic Inquiry into Urban Teacher Preparation Program Redesign
Dados Bibliográficos
| ID | 22274530 |
|---|---|
| Autores | Shaneeka Favors Welch (Georgia State University), Adrian N Neely (0000-0001-5469-8895, Georgia State University), Glenda Mason Chisholm (0000-0001-8052-2674, Georgia State University), Stephanie Behm Cross (Georgia State University) |
| Ano | 2021 |
| Volume | 1 |
| Fascículo | 3 |
| Páginas | 85-108 |
| Data de publicação | 2021-12-28 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal of African American Women and Girls in Education (JOURNAL) |
| Identificadores do periódico | ISSN: 2992-9504 • E-ISSN: 2992-9504 |
| Editora | Texas A&M University Libraries (PUBLISHER) |
| DOI | 10.21423/jaawge-v1i3a33 |
| OpenAlex | W4379741140 |
| Idioma | EN |
| Citações recebidas | 1 |
| Referências citadas | 30 |
This article explores the experiences of three Black female doctoral students and one White female professor as they engaged in a doctoral seminar course on the redesign of an undergraduate urban teacher preparation program at their university. Borne out of a promise to one another to write about our experiences navigating increasingly complex and politicized dynamics within the college, we explore how we, as current and future teacher educators, make sense of reform in teacher preparation. We drew from the literature on neoliberalism, whiteness as a wicked problem in teacher education, colonialism, and teacher educators’ work in the “swamp” throughout our course, for our proposals, and this article. We utilized poetic inquiry methodology to explore the real, everyday implications of program redesign in our lives and our careers. Equally important is our use of critical race theory to examine and make sense of our experiences as we engaged in this work. We discuss differences across our program redesigns, our reflections on why those differences might exist, and a reflection on the process of engaging in this way in a doctoral program. Our findings revealed feelings of discomfort with and resistance to a teacher education program redesign that centers racialized contexts in the spirit of social justice. We concluded with implications for research, policy, and the practice of teacher education as we write to understand, write to resist, and write to survive
Feeling · Pedagogy · Social justice · Social science · Sociology · Teacher education · Teacher Preparation · Communication in Education and Healthcare · Critical Race Theory in Education · Psychology · Social Psychology · Teacher Education and Leadership Studies
Beyond member-checking
The Politics of Accountability
Redefining teaching, re‐imagining teacher education
Research on Teacher Preparation
Other People's Children
Brown v. Board of Education and the Interest-Convergence Dilemma
Demarginalizing the Intersection of Race and Sex
Toward a Theory of Teacher Education for Social Justice
Other people's children
Preparing Teachers for Diverse Student Populations
When saying you care is not really caring’
Feeling White
When educators attempt to make “community” a part of classroom learning
Cut to the core practices
Race, whiteness and education
I See Trayvon Martin”
But Good Intentions are Not Enough
Critical Race Theory and the Whiteness of Teacher Education
"A Critique of "Our Constitution Is Color-Blind
Countering Coloniality in Educational Research
Artful Portrayals in Qualitative Inquiry
Poem is What?” Poetic Inquiry in Qualitative Social Science Research
Professional experience as a wicked problem in initial teacher education
Storytelling for Oppositionists and Others
Engaging and Working in Solidarity With Local Communities in Preparing the Teachers of Their Children
Practices of Compassionate, Critical, Justice-Oriented Teacher Education
Aggressive and Tender Navigations
What Is the Underlying Conception of Teaching of the edTPA
Dysconscious Racism
We Are Woke
| Obras citantes distintas | 1 |
|---|---|
| Citações por ano | 0,33 |
| Intervalo de citações | 2023 - 2023 (1) |
| Velocidade de citação | historical |
| Altamente citado | Não |
| Tipos de citação | Neutras: 1 |