Exploring Cross-Race Dyad Partnerships in Learning to Teach

Abstract

This three-year study examined ways in which race mediates the process of learning to teach. The innovation of pairing racial minority and dominant group teacher candidates in field-based practica was based on the rationale that such collaboration would enrich the pedagogical process with different perspectives, traditions, resources, and experiences from which teacher candidates, associate teachers, and students would benefit. The findings revealed that such partnerships broke down some racial barriers, tackled sensitive racial and cultural issues, helped in the acquisition of awareness and competence to function in cross-race domains, and laid the foundation for long-term social and professional relationships. On the other hand, the study uncovered an institutional culture that interpreted racial difference as deficit and generated paralytic anxiety for candidates of color, marginalizing them in the communication process. Such institutional and personal responses limited the potential of such partnerships as a collegial enterprise. While dominant group partners gained valuable insights into how racism operates in institutional structures, candidates of color often ended up as disempowered apprentices with their expectations seriously compromised and their long-term objectives to transform the teaching profession immeasurably jeopardized.

The discourse of denial: how white teacher candidates construct race, racism and ‘white privilege’

“…This provides a space for understanding the multiple knowledges and understandings that are present within any social landscape. Solomon (2002) has effectively employed the cross-race dyad approach in which students of different racial groups are paired during their placements. This paring serves many purposes.…”

“…4. See Solomon's (2002) work on cross-race dyad system that provides the structure for candidates of different racial groups to collaborate and be mutually supportive in their communities of practice. 5.…”

Is ‘good’ really good? Exploring internationally educated teacher candidates' verbal descriptions of their in-school experiences

“…We chose to focus on responses to this question because of knowledge gained from supervising candidates in their practicum where we observed that the associate teacher's attitude often determined the candidates' overall experiences. The fact that these associate teachers determine whether the candidates pass or fail the practicum component of the programme adds stress to an already challenging situation (for a detailed description of the role of the teacher associates see, for example Allen, 2008;Dlamini & Martinovic, 2007;Solomon, 2000).…”

Learning to Teach about Religion in Public Schools: Perspectives and Experiences of Student Teachers in the Program for Religion and Secondary Education at Harvard Divinity School

“…41 While shared interests created the foundation for the participants' collaboration, the cohort dynamic was enhanced by the diversity of the students in the PRSE program. 42 This appreciation for diversity encompassed everything from ethnicity to sexual orientation to areas of academic interest. The participants felt that the variety of perspectives that was represented in the program challenged them to think more deeply about the challenges that they faced in the classroom.…”