An Anticolonial Framework for Urban Teacher Preparation

Lyiscott, Jamila; Caraballo, Limarys; Morrell, Ernest

doi:10.1080/1547688x.2017.1412000

Cited by 20 publications

(7 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Those studies located that do include preservice teachers’ social action frame it in the context of their future teaching or execute action with students during their field placement (Rubin et al , 2016) rather than having candidates engage in action as an end in itself. Other work, such as Lyiscott et al (2018), engages preservice teachers alongside youth in social action, combining teacher preparation with explorations of justice. Wolfe (2010) highlighted that social action is the “most difficult for preservice teachers to conceptualize,” and that her students often asked, “other than writing letters, what can I have my students do for social action?” (p. 388).…”

Section: English Language Arts and Social Action Across Contextsmentioning

confidence: 99%

Critical literacies on the university campus

Boyd

Darragh

2019

ETPC

View full text Add to dashboard Cite

Purpose The purpose of this paper is to explore how preservice teachers conceive of and implement social actions on their college campuses related to a chosen social problem developed in a young adult novel and to examine how social action projects develop teacher candidates’ critical literacies. Design/methodology/approach This qualitative exploratory multiple case study (Stake, 2005) investigated 70 pre-service teachers on two college campuses over two semesters as they engaged in social action projects. The researchers engaged in layers of open and thematic coding through the theoretical lens of critical literacies. Findings Preservice teachers engaged in a range of direct and indirect action and, as a result, experienced varying levels of self-efficacy and impact. While most felt their endeavors were successful, those who conducted awareness campaigns noted an inability to measure the effects they had on their communities. Their development of critical literacies through social action was evidenced in the partnerships across campus they established as well as their levels of engagement with peers and local officials. Originality/value While the results of conducting social action with youth in secondary classrooms are well established in the literature, lesser well known are ways to engage preservice teachers in such endeavors. This study illustrates not only how teacher candidates can engage in social action as aligned with young adult literature but also offers insights gained from those processes.

show abstract

Section: English Language Arts and Social Action Across Contextsmentioning

confidence: 99%

Critical literacies on the university campus

Boyd

Darragh

2019

ETPC

View full text Add to dashboard Cite

show abstract

“…Epistemic convictions matter (Andrews et al, 2019), and a commitment to liberation, to a decolonial future, driven by the pressing urgency of the education debt (e.g., Ladson-Billings, 2006), suggests we ensure our efforts to cultivate pragmatic skills and practices, are grounded in, and guided by, epistemological commitments that are liberatory, and humanizing. It will be exciting to see teacher education researchers build on emerging decolonial frameworks (e.g., Lyiscott et al, 2018), and translate these into practice-based models that aid novices in operationalizing the decolonial.…”

Section: Discussionmentioning

confidence: 99%

Cultivating Epistemic Disobedience: Exploring the Possibilities of a Decolonial Practice-Based Teacher Education

Domínguez

2020

Journal of Teacher Education

View full text Add to dashboard Cite

Even as momentum builds for critical, culturally sustaining, and decolonial approaches to pedagogy, curriculum, and teacher education, efforts in practice-based teacher education remain epistemically linked to Eurocentric, colonial objects of schooling, and shallow notions of justice. Yet attention to the what the day-to-day work of teaching is critical to novices’ development, especially when the challenges we hope they will embrace—disrupting oppression and advancing liberation—are so complicated. Clear, concrete models of decolonial repertoires of practice are needed to ensure our teacher education efforts produce skilled practitioners prepared to advance the decolonial project in education. In this article, through a decolonial reading of the practice-based literature, and an examination of rehearsal deployed with decolonial intent, I argue for a decolonial practice-based teacher education that will cultivate educators to engage in epistemic disobedience, learning how to teach while resisting the coloniality that permeates schools.

show abstract

“…The preparation of critical educators should encompass a sustained study of highly effective teachers, such as those of critical educators, while also offering emergent teachers the opportunity to experience a critical education and to study educational inequity in schools. When student-teachers or high school-aged youth engage in original research examining the practices of critical educators, they begin an apprenticeship into the art of teaching (Lyiscott et al 2018). In struggling schools across our nation, we must elevate and recognize the practices of critical educators who excel in their work in under-resourced and disenfranchised communities (Burciaga and Kohli 2018;Yang 2009).…”

Section: Discussionmentioning

confidence: 99%

The Critical Educators of Color Pipeline: Leveraging Youth Research to Nurture Future Critical Educators of Color

Lac

2019

Urban Rev

View full text Add to dashboard Cite

This research study explores a teacher pipeline program intent on developing critical educators among minoritized high school students aspiring to become teachers. Critical educators typically employ critical perspectives, foreground the notion of cariño, and possess agentive qualities to create transformative learning experiences for students of color, especially in under-resourced communities. This teacher pipeline program leverages youth participatory action research (YPAR) as a pedagogy for minoritized high school students to engage in original research studying critical educators in their schools. Findings illustrate that through YPAR, young people surface key perspectives aligned with those of critical educators: the role of institutionalized racism in exacerbating the opportunity gap and the centrality of building relationships in classrooms. In the discussion, the author elaborates on how YPAR advances the pedagogy in teacher pipeline programs, promotes critical perspectives amongst secondary students, and positions these emergent teachers to envision critical educators as making a substantive difference in the lives of marginalized students. The author concludes with implications for educational leaders in P-20 settings to consider in the promotion of a critical educators of color pipeline.

show abstract

An Anticolonial Framework for Urban Teacher Preparation

Cited by 20 publications

References 19 publications

Critical literacies on the university campus

Critical literacies on the university campus

Cultivating Epistemic Disobedience: Exploring the Possibilities of a Decolonial Practice-Based Teacher Education

The Critical Educators of Color Pipeline: Leveraging Youth Research to Nurture Future Critical Educators of Color

Contact Info

Product

Resources

About