Learning from Our Stories: Incorporating Free Spaces as a Necessity in Antiracist Social Studies Teacher Education

Autor/in	Demoiny, Sara B.
Titel	Learning from Our Stories: Incorporating Free Spaces as a Necessity in Antiracist Social Studies Teacher Education
Quelle	In: Action in Teacher Education, 43 (2021) 3, S.339-352 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2020.1789519
Schlagwörter	Social Studies; Racial Bias; Social Justice; Teacher Educators; Course Descriptions; Preservice Teachers; Communities of Practice; Teacher Education Programs + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Racial discrimination; Rassismus; Soziale Gerechtigkeit; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Kursstrukturplan; Community
Abstract	This instrumental case study illustrates the necessity of free spaces within antiracist teacher education. The author uses antiracism and free spaces as a theoretical lens to examine the experiences of 11 social studies teacher educators (SSTEs) who teach and research antiracist social studies. The findings portray the SSTEs' need for free space to persevere in antiracist teacher education as well as to improve their scholarship in antiracist social studies education, yet the SSTEs do not explicitly include the need for a free space within their course syllabi and readings for pre-service teachers. Based on these findings, the author argues the need to consider how free spaces can be extended to teacher education instruction and to alumni who desire to be K-12 antiracist educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01