Disrupting Niceness in Literacy Teacher Education
Non-Linear Trajectories Toward Culturally Relevant Pedagogy
Bibliographic Data
| ID | 4306254 |
|---|---|
| Authors | Amy Tondreau (0000-0003-4006-9697, University of Maryland, Baltimore County, Baltimore, MD, USA, corresponding author), Wendy L Gardiner (0000-0001-6355-7832, Pacific Lutheran University, Tacoma, WA, USA), Tierney B Hinman (0000-0003-3067-6282, Auburn University, Auburn, AL, USA), Tess M Dussling (0000-0001-9190-1514, Saint Joseph’s University, Brooklyn, NY, USA), Elizabeth Y Stevens (0009-0003-5885-7891, Roberts Wesleyan College, Rochester, NY, USA), Karolyn L White (0000-0001-8997-2903, Northern Michigan University, Marquette, MI, USA), Nance S Wilson (0000-0001-7967-8284, State University of New York at Cortland, Cortland, NY, USA) |
| Year | 2025 |
| Volume | 76 |
| Issue | 2 |
| Pages | 146-159 |
| Publication date | 2025-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/00224871241263337 |
| OpenAlex | W4400984008 |
| Language | EN |
| References cited | 50 |
Many teacher educators seek to implement culturally relevant pedagogy (CRP) in their courses. However, enactment is often mediated by our socialization into whiteness and niceness. This study investigates how our self-study community of practice (SSCoP) of eight White female literacy teacher educators at different institutions collaborated to narrow the gap between our aspirations for implementing CRP and enacted practice. Through analysis of collaborative journal entries, we interpret tensions between what niceness and whiteness demand of us and what enactment of CRP requires: (a) between centering equity in our courses and addressing equity on the margins, (b) between enactment of critical pedagogy and maintaining status as "nice" educators, and (c) between the expectation of expertise and the necessity of a learning stance. We argue that teacher educators might use SSCoP spaces to navigate the complex interplay between their identities and the sociopolitical context of teacher education to more fully enact CRP
Context (archaeology) · Equity (law) · Literacy · Pedagogy · Political science · Social science · Socialization · Sociology · Teacher education · Critical Race Theory in Education · Global Education and Multiculturalism · Psychology · Teacher Education and Leadership Studies
(Re)narrating Teacher Identity
Educated in Whiteness
The Methodology of Self-Study and Its Theoretical Underpinnings
“What is Critical Whiteness Doing in OUR Nice Field like Critical Race Theory?” Applying CRT and CWS to Understand the White Imaginations of White Teacher Candidates
Troublemakers
Wages of Niceness
Tinkering toward Utopia
Equity Advocates Using Equity-Mindedness to Interrupt Faculty Hiring's Racial Structure
Smartness as Property
I’m Here for the Hard Re-Set
Studying Diversity in Teacher Education
Narrative Methods for the Human Sciences
White Fragility
Disengaging from the Legacy of Lady Bountiful in Teacher Education Classrooms
Confronting the Marginalization of Culturally Responsive Pedagogy
Critical Race Theory and the Whiteness of Teacher Education
Culturally Relevant Pedagogy 2.0
Navigating the Terrain of Third Space
But that's just good teaching! The case for culturally relevant pedagogy
From the Achievement Gap to the Education Debt
Issues of validity in openly ideological research
Toward a Theory of Culturally Relevant Pedagogy
Makes Me Wanna Holler
Things Get Glossed Over
Self-Study In Teacher Education
Preparing Culturally Responsive Teachers
Decentering Whiteness in Teacher Education
Aggressive and Tender Navigations
| Highly cited | No |
|---|