Titlebook: Reconceptualizing Social Justice in Teacher Education; Moving to Anti-racis Susan Browne,Ga?tane Jean-Marie Book 2022 The Editor(s) (if app

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樂意

OutCasting Teacher Education: Abolishing Caste-Maintaining Practices in Teacher Education Programsgly diverse, the demographic composition of students and teachers continues to be culturally incongruent (Easton-Brooks, 2019; Rogers-Ard, 2012). Green (2015) projected that 55% of students would be students of color by 2020; however, close to 82% of teachers are White females, while only 12% are Bl

STENT

A New Paradigm for Preparing Teachers of Black Malesrameworks in teacher education has been an explicit and intentional focus on preparing teachers to work with Black males. A volume of data exists on the manner in which schools and teachers inadequately respond to the needs of Black males. In this chapter, we disrupt the oversight of Black males in

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Growing in Understanding of Ourselves and Each Other: Preparing Teachers for Anti-racist Classrooms st educators. Connections between the field and coursework helped candidates gain a deeper understanding of self, as well as gain knowledge, skills, and dispositions needed to work effectively as social justice educators with families and communities and push for needed change. The chapter explores

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The Role of Anti-racist Pedagogy and Practices in Professional Development Schoolsexplicit in their anti-racism/social justice efforts, and the continued racially motivated attacks on Black and Indigenous People of Color, led to questioning and challenging Professional Development Schools (PDS) work because elements of social justice and equity were not always explicit. Literatur

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Working Toward Anti-racist Teacher Preparation: Clinical Experiences in Urban Schools4(1), 74–84, 2014; Paris & Alim, 2017) and foreground diversity and equity (Han et al., ., 47(4), 626–656, 2015; Zeichner et al., ., 66(2), 122–135, 2015). Field-based experiences are central to teacher candidates’ (TCs) ability to translate theory into practice, as they have opportunities to demons

Resection

Becoming a Culturally Relevant and Sustaining Educator (CRSE): White Pre-service Teachers, Reflexivisional Development School (PDS) and how these outcomes shape their own identities and self-development as educators. We examine their intentions and the subsequent outcomes of their goals. We unpack the challenges, setbacks, and the responsibility of what it means to do this work even when the rewards do not align with the effort.

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