Committing to Anti-Bias Anti-Racist Teaching: From Activity to Habits of Mind

Autor/inn/en	Hinman, Tierney B.; Stevens, Elizabeth Y.; Dussling, Tess M.; Wilson, Nance S.; Tondreau, Amy; Gardiner, Wendy; White, Kristen; Degener, Sophie
Titel	Committing to Anti-Bias Anti-Racist Teaching: From Activity to Habits of Mind
Quelle	In: Excelsior: Leadership in Teaching and Learning, 15 (2023) 1, S.3-20 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hinman, Tierney B.) ORCID (Dussling, Tess M.) ORCID (Wilson, Nance S.) ORCID (Tondreau, Amy) ORCID (Gardiner, Wendy) ORCID (Degener, Sophie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1944-0413
Schlagwörter	Bias; Racism; Teacher Educators; Critical Literacy; Preservice Teacher Education; White Teachers; Language Usage; Self Concept; Self Evaluation (Groups); Teaching Experience + Suchen Sie Ihr Suchwort? Rassismus; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Kritisches Lesen; Lehramtsstudiengang; Sprachgebrauch; Selbstkonzept; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz)
Abstract	With the need to prepare teacher candidates to work with an increasingly diverse student body in U.S. schools, a multi-institutional collaborative self-study group was formed to examine ways in which teacher educators could expand beyond practice-based literacy preparation to support candidates' understanding and implementation of critical pedagogies. The self-study served as a catalyst for interrogating the identities the teacher educators brought to their practice and began a journey that transformed a focus on critical literacies into a commitment to action for change through anti-bias antiracist work. This paper draws from group dialogue and reflective journals to examine specific practices implemented with teacher candidates to transform their practice by considering critical literacies, asset- and deficit-based language, and the identity work of teachers and students. Insights of the self-study suggest that attention to critical pedagogies must go beyond instructional activity to consider the habits of mind essential for cultivation to support a commitment to action for anti-bias anti-racist education. The paper concludes by examining these core habits of mind and their impact on the trajectory of the group's work toward leveraging language and literacy for activism and justice in teacher education contexts. (As Provided).
Anmerkungen	New York Association of Colleges for Teacher Education. SUNY Cortland, Cornish Hall Room 1239, Cortland, NY 13045. Web site: https://surface.syr.edu/excelsior/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01