(Be)coming Critical Teacher Educators: Collaborative Self-Study across Contexts

Autor/inn/en	Tondreau, Amy; Gardiner, Wendy; White, Kristen; Stevens, Elizabeth; Hinman, Tierney; Dussling, Tess; Wilson, Nance; Degener, Sophie
Titel	(Be)coming Critical Teacher Educators: Collaborative Self-Study across Contexts
Quelle	In: Studying Teacher Education, 18 (2022) 1, S.61-79 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tondreau, Amy) ORCID (Hinman, Tierney) ORCID (Dussling, Tess)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2021.1946389
Schlagwörter	Teacher Educators; Critical Literacy; Equal Education; Whites; Racism; Race; Teacher Collaboration; Self Evaluation (Individuals); Teacher Education + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Kritisches Lesen; White; Weißer; Rassismus; Rasse; Abstammung; Lehrerkooperation
Abstract	This collaborative self-study looks at how eight white literacy teacher educators worked together to re-center critical literacy and teaching for equity in methods courses. We used self-study methodology to interrogate not only our pedagogy, but also our own internalization of white supremacy culture and complicity in perpetuating the status quo. Our group met virtually on a monthly basis, discussed common readings, shared resources, and wrote journal reflections. Findings show that our collaboration helped us explore and evolve how we framed the work of critical literacy, delve into the discomfort of initiating and facilitating difficult conversations with students and colleagues, and develop concrete actions for re-centering and enacting critical literacy practices. Building upon the collaborative self-study work that guided our practice, we argue that our collaboration -- across contexts and across time, attending to both our self-work and our pedagogy -- provides a new way forward. As teacher educators, we found self-study to be a sustainable way to outgrow ourselves, and this research serves as a call to action for other teacher educators to take up this work, as well. Dismantling the status quo is a lifelong endeavor, our work is ongoing, and we find it is strengthened when approached both individually and collectively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01