‘It’s something I believe in, but it’s not something I understand’: white teacher educators working towards antiracist pedagogy

Reinke, Luke T.; Miller, Erin T.; Glass, Tehia Starker

doi:10.1080/23793406.2021.1988686

Cited by 4 publications

(6 citation statements)

References 44 publications

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“…How does one intentionally educate oneself to be an anti-racist? There is no shortage of books, articles, documentaries, podcasts, and other resources devoted to antiracism (Dowling, 2023;Reinke et al, 2023;Smalling, 2022). A month after George Floyd's murder, every non-fiction title on the New York Times' best-seller list was about anti-racism (Grady, 2020).…”

Section: Introductionmentioning

confidence: 99%

Race for the Doctorate: Educational Leadership Ed.D. Students’ Experiences in a Racial Equity-Focused Program

D. Rasmussen,

P Leer

2024

IJDS

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Aim/Purpose: This study aimed to compare the experiences of students who identify as Black, Indigenous, and People of Color (BIPOC) with those of White students in the same Educational Leadership doctoral program that claimed to be unapologetic in its commitment to producing racially conscious leaders. Background: This study critically assesses the doctoral program’s claims as measured by BIPOC and White doctoral students’ perceptions of their abilities as racial equity leaders and their assessments of their transformational learning. Methodology: This qualitative study employed two separate focus group interviews – one for BIPOC doctoral students (n=7) and the other for White doctoral students (n=6). The researchers could comprehend how the participants experienced an Educational Leadership Ed.D. program with curriculum, andragogy, and assessment viewed through the lens of race and how the participants perceived their growth as racial equity leaders. Contribution: This study offers several theoretical and practical applications for Educational Leadership doctoral programs that embed racial equity work. For faculty, the study informs their delivery of race-focused courses and programs to optimize their development of racially conscious leaders. For BIPOC students, the study empowers them to advocate for and demand challenging racial equity-focused curriculum and instruction. For White students, the study reinforces the necessity of a race-focused program for professional development. Findings: There was a marked difference between the BIPOC and White students’ responses. White students reported the most transformational growth in their racial awareness, their understanding of structural racism, and their recognition of where equity leadership skills could be utilized. BIPOC students were cognizant of much of this work before entering the program. However, they reported growth in understanding how best to implement effective racial equity leadership while maintaining healthy boundaries and self-care. Recommendations for Practitioners: Educational leadership doctoral programs with a focus on racial equity work need teaching faculty that espouse and demonstrate anti-racist curriculum, instruction, and assessment without relying on the racialized labor of BIPOC students to “teach” White students about racism. Recommendation for Researchers: The researchers in this study used separate focus groups – BIPOC and White. The data revealed that although the same questions were asked to each group, the BIPOC responses contained more vulnerable, personal details and yielded richer meanings. Future researchers should consider employing a more robust set of focus group questions that require more introspection and self-reflection, which might produce more significant insights. We believe they may yield more nuanced responses from all racial groups. Impact on Society: This study revealed that BIPOC and White educational leadership doctoral students have different and varying needs and challenges based on their racialized lived experiences. Educational leadership doctoral programs must provide the tools and opportunities for their students to be conversant and competent to address issues of structural racism. Future Research: Future research should use transformative learning theory to guide how BIPOC and White faculty in educational leadership doctoral programs assess their abilities to be anti-racist teachers and leaders.

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Section: Introductionmentioning

confidence: 99%

Race for the Doctorate: Educational Leadership Ed.D. Students’ Experiences in a Racial Equity-Focused Program

D. Rasmussen,

P Leer

2024

IJDS

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“…Current literature has suggested it is difficult (Reinke et al, 2021) and, even in some regions, risky to do antiracist work. However, white teachers are committed to antiracist pedagogy and doing antiracist work in classrooms.…”

Section: Research Questionsmentioning

confidence: 99%

“…How many teacher education programs or school districts providing professional development move into providing antiracist training? Reinke et al (2021) asked that question.…”

Section: Research On the Lack Of Antiracism Work Among White Teachersmentioning

confidence: 99%

“…Taking what Lewis (2004) (2019) found, educators must find ways to provide experiences in white spaces for children to develop an understanding of the history, contributions, and values of People of Color existing alongside of whiteness but may not be reflected in it. Reinke et al (2021) addressed this area as well. They discussed practical ways to incorporate race and racism into the curriculum through science, math, history, and literature.…”

Section: Theorized Move White People Toward Being Antiracist Experien...mentioning

confidence: 99%

“…From the literature, there are crucial components for schools to do the antiracist work essential in disrupting the cycle of white racial development. Teachers must have opportunities to do self-work (Clark & Zygmunt, 2014;Lawrence & Tatum, 1998;Vittrup, 2016); leadership must support the teachers in this work (Shields, 2014;Stosich, 2017;Theoharis & Haddix, 2011); and teachers, even in predominately white spaces, must ensure their classrooms, curriculum, and lessons provide opportunities for valuing all cultures and for exploring the contributions of all cultures (Losinski et al, 2019;Reinke et al, 2021).…”

Section: Antiracist Leadershipmentioning

confidence: 99%

See 2 more Smart Citations

Antiracist Pedagogy in White Spaces: An Exploration of Antiracist White Teachers and Their Commitment to Create Antiracist Classrooms

Hammons

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“The Students Led Me Here”: A White Teacher’s Movement Toward Antiracist and Abolitionist Practice

Friedman

2024

Urban Rev

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‘It’s something I believe in, but it’s not something I understand’: white teacher educators working towards antiracist pedagogy

Cited by 4 publications

References 44 publications

Race for the Doctorate: Educational Leadership Ed.D. Students’ Experiences in a Racial Equity-Focused Program

Race for the Doctorate: Educational Leadership Ed.D. Students’ Experiences in a Racial Equity-Focused Program

Antiracist Pedagogy in White Spaces: An Exploration of Antiracist White Teachers and Their Commitment to Create Antiracist Classrooms

“The Students Led Me Here”: A White Teacher’s Movement Toward Antiracist and Abolitionist Practice

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