Counter-narrative as method: race, policy and research for teacher education

The authors argue for a research and conceptual agenda that complicates and disrupts common narratives in teacher education that have serious implications for race. Building on the pivotal work of legal scholar Derrick Bell and through a critical race theory (CRT) lens, this article challenges resea...

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Bibliographic Details
Published in:Race, ethnicity and education ethnicity and education, 2013-09, Vol.16 (4), p.536-561
Main Authors: Milner, H. Richard, Howard, Tyrone C.
Format: Article
Language:English
Subjects:
Consciousness Raising
counter-narrative
Course Content
critical race theory
Critical Theory
Curriculum
Educational Policy
Educational Research
Equity
Ethnic Diversity
Ethnicity
Government policy
instructional practice
Minority Group Teachers
narrative
Narratives
policy
Race
Racial Attitudes
Racial Composition
Racial Factors
Racial Segregation
Recruitment
Social Closure
Social Justice
Social Theories
Students
Teacher Education
Teacher Educators
Teacher Persistence
Teacher Qualifications
Teacher Recruitment
Teachers
Teaching
Teaching Methods
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Summary:The authors argue for a research and conceptual agenda that complicates and disrupts common narratives in teacher education that have serious implications for race. Building on the pivotal work of legal scholar Derrick Bell and through a critical race theory (CRT) lens, this article challenges researchers to broaden and complexify traditional ideologies related to: (1) characteristics of ideal teachers recruited into the field; (2) the amount of time teachers should be expected to remain in the field through alternative programs such as Teach for America; (3)weight placed on teacher entrance examinations; (4)racial diversity of P-12 teachers; (5)racial and ethnic makeup of teacher educators; and (6)over-reliance on subject matter knowledge in teacher preparation to the exclusion of other aspects of learning to teach. The authors argue given the present racial divide in schools between teachers and students it is imperative for teacher education programs to complicate and intensify the utility of race in their recruitment, retention, and support of teacher education practices and policies. The authors offer a counter narrative framework and agenda to advance policy and research through a CRT lens.
ISSN:1361-3324
1470-109X
DOI:10.1080/13613324.2013.817772