Decolonizing the Classroom

Jessica S. Krim; Jennifer M. Hernandez

doi:10.5771/9781793607676

Summary

Sixty-seven years after Brown V. Board of Education, public education is more segregated and entrenched in white supremacy than in the Jim Crow Era of this nation. The authors argue that an equitable education begins when we remove white supremacy from our teacher preparation programs. This book analyzes the multiple ways in which educator preparation programs continue to center whiteness and white supremacy. Innovative and affective practices are offered by the authors to enhance our educator preparation programs to center the lived experiences of students with marginalized identities in order to create a high-quality, equitable, educational experience.

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Bibliographic data

Copyright year: 2021
ISBN-Print: 978-1-7936-0766-9
ISBN-Online: 978-1-7936-0767-6
Publisher: Lexington, Lanham
Language: English
Pages: 98
Product type: Book Titles

1. Contents No access
2. List of Figures and Tables No access
3. 1. Figures No access
  2. Tables No access
1. Introductory Statistics (Demographics and Achievement Scores on National Assessments) No access
2. History of Teaching and Education: How We Got Here No access
3. White Supremacist Policy in Public Education No access
4. Police in Schools No access
5. Multicultural Education Reconceptualized No access
6. A Sense of Urgency Around Global Demographic Shift No access
7. The Correlation between Presidential Administration and School-Based Conflict and Disturbance No access
1. Multicultural Education as a Pedagogical Approach is Inadequate No access
2. The Awareness of Teacher Candidates: Beyond Behavior No access
3. Teaching Global Competence Through a Critical Race Theory Lens No access
4. How to Identify White Supremacist Curricula Compared to a Socially Just Curricula No access
5. Teacher Preparation Programs Perpetuate White Supremacy No access
6. CASE 9.2: Date Auction No access
7. Closure No access
1. An Inquiry of Cultural Diversity Awareness in American Teacher Candidates No access
2. Introduction No access
3. Problem and Purpose No access
4. Context/Theoretical Framework No access
5. Methodology No access
6. Data Acquisition No access
7. Results No access
8. Discussion No access
9. Recommendations for Further Study No access
1. Interest Convergence No access
2. Intersectionality No access
3. Giving Voice to the Voiceless: Voice of Color No access
4. Within Education No access
5. Why Teacher Preparation No access
6. Retraining Teachers to Critically Analyze Curricula and Instruction Through the Lens of the Marginalized No access
1. Recommendations for Teacher Education Programs and Faculty No access
2. Recommendations for Preservice Teachers No access
3. Recommendations for In-Service Professional Development Organizers No access
4. Required Components to Cause Paradigm Shift for Public Education Institutions, Administrators, and State Agencies Leading to Policy Change No access
Appendix I: Reading List for White Teachers of Brown Students No access Pages 81 - 82
Appendix II: Sample of Course Description for Teacher Educators No access Pages 83 - 84
Bibliography No access Pages 85 - 94
Index No access Pages 95 - 96
About the Authors No access Pages 97 - 98