NYSASCD Journal

Fall 2019 Impact

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24 Unpacking Privilege: Teacher Education Toward Anti-Racist Pedagogy Joanne Larson, University of Rochester Joanne Larson, Ph.D. is the Michael W. Scandling Professor of Education and associate chair of research at the Center for Urban Education Success at the University of Rochester's Warner Graduate School of Education and Human Development. Her most recent book, Community Literacies as Resources for Transformation (Routledge, 2018), tells the story of a long-term collaboration between community members and university faculty and students, who together transformed an urban corner store into a cornerstone of the community. Her book, Radical Equality in Education: Starting Over in U.S. Schooling (Routledge, 2014), chronicles how the United States has reached a crisis point in public education and offers suggestions for a complete reboot ere are young adults in graduate teacher preparation programs who have not been around people of color in their lives. is may surprise some, but it has been consistent across the 25 years of my teacher education experience (Haddix, 2015; Sleeter, 2017). It is possible for white college students, undergraduate and graduate, to be siloed in racially and linguistically homogeneous communities. Our job as teacher educators in this context is to support their journey to unpack white privilege and to develop anti-racist pedagogy. One way this can be done is through courses with specific foci on identity markers that are commonly marginalized in K-12 schools (Leonardo & Zembylas, 2013). One such course on race uses readings, assignments, and class experiences to support a student's journey. A course I teach, Race, Class, Gender, and Disability in American Schools, is required for all students seeking New York State certification as well as any student seeking certification in Urban Teaching and Leadership (UTL) at my university. As the course syllabus states, the purpose of the course is "to explore how and in what ways schools produce social inequalities based on socially constructed conceptions of identity (e.g., race, class, gender, gender identity, ethnicity, sexual orientation, (dis)ability, language). Students will critically analyze relevant literature and their own experiences as raced, classed, gendered, (dis)abled, etc. individuals to

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