Claiming Space to (Re)generate: The Impact of Critical Race Professional Development on Teacher Educators of Color

As educational systems are confronted with attacks under the guise of “Critical Race Theory” bans, teacher educators of Color navigate the contradictions of preparing teacher candidates to be culturally sustaining within a suppression of racial discourses. For many teacher educators of Color, who ar...

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Bibliographic Details
Published in:Education sciences 2024-07, Vol.14 (7), p.722
Main Authors: Leathers, Sharon, Nevárez, Diane Mendoza, Arteaga, Nallely, Kohli, Rita, Pizarro, Marcos
Format: Article
Language:English
Subjects:
African American Teachers
Bans
critical race professional development
Critical race theory
Educational research
Literacy
Meritocracy
Minority Group Teachers
Multicultural Education
Pedagogy
Professional development
Race
Racial justice
Racism
Social aspects
Society
Students
Teacher education
Teacher Education Programs
Teacher Educators
Teachers
Teaching
White people
White Teachers
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Summary:As educational systems are confronted with attacks under the guise of “Critical Race Theory” bans, teacher educators of Color navigate the contradictions of preparing teacher candidates to be culturally sustaining within a suppression of racial discourses. For many teacher educators of Color, who are often tasked to carry out the social and racial justice work of teacher education programs, they are experiencing an exacerbated racial harm. In this article, we explore how a racial-affinity critical race professional development (CRPD) space for teacher educators of Color committed to racial justice serves as a space of support, healing, and regeneration amidst systemic racism and protections to white comfort in teacher education. Weaving together three counterstories from participants in the CRPD, we examine how this space supports teacher educators in recentering communities of Color knowledge systems and ways of being to sustain themselves and reclaim teacher education. These counterstories also offer implications for teacher education to address the ways in which it supports and maintains white comfort and the need for a restorative framework for addressing past and ongoing racial harm.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci14070722