Cut to the core practices: Toward visceral disruptions of binaries in PRACTICE-based teacher education

Troubling Practice: Exploring the Relationship Between Whiteness and Practice-Based Teacher Education in Considering a Raciolinguicized Teacher Subjectivity

“…Practice-based teacher education often reflects the belief that teaching and learning can and should look the same and produce relatively uniform results for all students and teachers (Dutro & Cartun, 2016). The concept of best or core practices assumes that there exist teacher moves, behaviors, or ways of being that will be useful and possible for all students and teachers and across all schools—or, at the very least will be useful for all students within a particular context (all students in high-poverty schools or all students who are learning English, for example).…”

“…The concept of best or core practices assumes that there exist teacher moves, behaviors, or ways of being that will be useful and possible for all students and teachers and across all schools—or, at the very least will be useful for all students within a particular context (all students in high-poverty schools or all students who are learning English, for example). Such assumptions contradict much of what we know about teaching, learning, and subjectivity: Teaching and learning are personal and power-laden relational processes that demand engagement with specificity of human experience and with power—in other words, with subjectivity (Dutro & Cartun, 2016; Kumashiro, 2015). When we marginalize the power of teacher subjectivity, we revert to harmful assumptions about the neutrality and universality of Whiteness (Snyder et al, 2019; Varghese et al, 2019).…”

Visions for Intercultural Music Teacher Education

“…constructively, critically, openly -these practices are rendered sufficiently "complex" (Lampert et al 2013). And, teacher educators, using the categories they use to construct "core," "high-leverage" practices, can help teachers to become agents in the writing and developing of their core practices (Dutro and Cartun 2016). Such 'writing up' of one's practices stands as a signpost for a more complex, educational and professional foundation, which could be seen as the formation of the teacher-as-policy-maker.…”

Mentoring in Transformative Hybrid Spaces: Preservice Teacher Preparation and Literacy Learning in Moçambique

“…Ideally, practicum experiences offer beginning teachers not only opportunities to transfer learning but also opportunities to negotiate school contexts (Street, ), reflect on and negotiate tensions of practice (Bieler, ), and engage in reflective routines so they are ready for (or at least aware of) the tensions that they will have to negotiate in their first years of teaching (Smagorinsky, Gibson, Moore, Bickmore, & Cook, ). More importantly, field experiences support beginning teachers in decentering the ways that children are racialized, classed, and gendered in traditional school settings (Dutro & Cartun, ).…”