Teaching for Liberation: Critical Reflections in Teacher Education

Lam, Kevin D.

doi:10.1080/15210960.2015.1053325

Cited by 5 publications

(2 citation statements)

References 2 publications

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“…Relatedly, Nieto (2017) noted that the privatization, marketization and the standardization efforts in the wider sociopolitical context has led to a movement within teacher education away from teacher preparation focused on educational equity and toward the production of classroom technicians (Sleeter, 2008). Another outcome of this shift, according to Lam (2015), is that teacher education programs have become commodified. Students are promised more practical and hands-on education, resulting in an ahistorical, apolitical approach to knowledge.…”

Section: Findings: Obstacles To Critical Multicultural Educationmentioning

confidence: 99%

Wrestling with racism and anti-blackness: confronting legacies of coloniality in teacher education programs

Daniel

2022

JME

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Purpose This paper argues that to preserve black lives, teacher educators and teacher candidates need to develop a decolonial lens. A decolonial lens can provide clarity in understanding how the centering of Western epistemic perspectives perpetuate hierarchies and processes of racialization and invisibilized structures of domination that (re)produce differential learning experiences and outcomes for black students. This study aims to build on prior research to help teacher candidates more effectively recognize and challenge racism and anti-blackness in their schools and teaching practices. Design/methodology/approach In this paper, the author discusses how racism and anti-blackness are perpetuated in schooling and why teacher educators must address them in our work with teacher candidates. Drawing upon existing literature on teacher education, my experiences as a teacher educator and social justice scholar, and insights from the decolonial scholarship, the discusses the importance of a decolonial lens for disrupting racism and anti-blackness, and I offer examples of how teacher educators and teacher candidates can engage in this work. Findings Multicultural education has done little to change the conditions of black students in schools. While most teacher education programs have made efforts to become more oriented toward social justice, there is a wide gap between program goals and teachers who can work effectively with the diversity of students that they serve. Practical implications This paper outlines an approach that teacher educators can use to further develop an antiracist decolonial teaching and research agenda and support teacher candidates regardless of their racial/ethnic group. Social implications A decolonial analysis can help teachers develop a better understanding of the structural and school inequalities that create disparate outcomes for black students and how to intervene. This is urgently necessary, as schooling remains a site of non-belonging and marginalization for black children and youth. Originality/value This paper offers a new race-conscious approach to disrupt systemic racism and anti-blackness in education.

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Section: Findings: Obstacles To Critical Multicultural Educationmentioning

confidence: 99%

Wrestling with racism and anti-blackness: confronting legacies of coloniality in teacher education programs

Daniel

2022

JME

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“…In England the teaching standards focus on 'reflection' and the importance of striving to produce the best lesson. There are many advocates of encouraging critical reflection in initial teacher education (ITE) and there are valid arguments for this (Lam, 2015;Liu, 2015;Elbaza, 1988); however at present critical reflection is not part of the teaching standards and this paper will focus on reflection and its changing nature during the Post/Professional Graduate Certificate of Education (PGCE) year. Reflection was reaffirmed as an important part of being a professional teacher and was one of the 2012 teaching standards (DfE, 2012a, no page number):…”

Section: Introductionmentioning

confidence: 99%

Reflections of the student teacher

Meierdirk

2016

Reflective Practice

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This paper explores the concept of reflection and its changing role in the journey of the student teacher. It presents part of the findings of a yearlong investigation into the reflective practice of student teachers during their training year. Specifically it investigates the reflections of the student teachers' lessons during the PGCE (Post/Professional Graduate Certificate of Education) year at a HE institution in England. The strengths and weaknesses of the student teachers' lessons are analysed and how these reflections change as they reach Newly Qualified Teachers (NQT) status.

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A Closer Look at Equitable Outcomes: A Self-Study in Urban Mathematics Teacher Education

Pough¹,

Willey²

2022

Self-Studies in Urban Teacher Education

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Teaching for Liberation: Critical Reflections in Teacher Education

Cited by 5 publications

References 2 publications

Wrestling with racism and anti-blackness: confronting legacies of coloniality in teacher education programs

Wrestling with racism and anti-blackness: confronting legacies of coloniality in teacher education programs

Reflections of the student teacher

A Closer Look at Equitable Outcomes: A Self-Study in Urban Mathematics Teacher Education

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