"My job is to unsettle folks": Perspectives on a praxis toward racial justice. (June 2021)

• Record Type: Journal Article
• Authors: Moore, Ashley E.
• Is Part Of: Teaching and teacher education. Volume 102(2021)
• Publication Date: 2021-06
• Subjects: Critical whiteness studies -- Antiracist pedagogy -- Humanizing pedagogy -- Critical pedagogy; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2021.103336
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Using phenomenographic case study, this article explores antiracist teacher education praxis through the perspectives of student-nominated faculty. I theorize four concrete practices that serve to move teacher education pedagogy closer to active antiracism: 1) model vulnerability; 2) shift agency; 3) build community; and 4) pose questions. These practices are further explicated and understood as existing at the root of humanization and criticality. I ultimately argue that teacher education must be a project in humanization in order to be truly antiracist, and that teacher preparation programs must be grounded in critical race theories. Implications for future research are also discussed. Highlights: Student-nominated faculty described their antiracist praxis. Praxis described: model vulnerability, shift agency, build community, ask questions. Antiracist teacher education is both humanizing and critical. Teacher preparation programs must be humanizing and include critical race theories.