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Obery, Amanda; Lawless, Katherine; Lawless, Timothy; Kaviani, Khodi
doi: 10.1080/15210960.2024.2405974pmid: N/A
Washington is one of nine states that requires teaching about Indigenous peoples in public schools. The framework of cultural humility was used to investigate preservice teachers’ knowledge and views about Indigenous culture. Eleven elementary preservice teachers were interviewed during their last year in a teacher preparation program. Interviews were conducted to uncover preservice teachers’ prior experiences, current understanding, and approaches to teaching Indigenous culture in their future classrooms. Results show the challenges associated with operationalizing cultural humility and highlight the need to adapt the framework specifically to preservice teachers. One defining commonality of preservice teachers who displayed cultural humility was inquiring mindsets that lead to supportive and meaningful relationships that foster understanding of Indigenous culture.
doi: 10.1080/15210960.2024.2405962pmid: N/A
Plyler v. Doe (1982) is a Supreme Court case that affirms legal access to K-12 public schools for undocumented students. Plyler shapes K-12 classrooms wherein teaching and learning occur. However, what happens when preservice teachers are unaware of Plyler and its potential impact on their classroom practices? In this exploratory study, the author investigated potential practice dilemmas as a result of White women preservice teachers’ ignorance about Plyler v. Doe (1982). Analysis found that White women preservice teachers’ professional ignorance could present perceived conflicts between the Plyler’s mandate and their ethical responsibility to serve all students well. Participants identified strategies for resolving the dilemmas. Implications for teacher education are discussed.
doi: 10.1080/15210960.2024.2405986pmid: N/A
How do teacher preparation programs re-culture themselves so that we can supply educational settings with teachers who work toward liberation from racism and other systems of oppression? Abolitionist education is one strategic framework that can be utilized to support this systemic re-culturing. I share my experiences in re-designing and facilitating a diversity course in an early childhood education (ECE) teacher preparation program toward abolitionist education through culturally and historically responsive learning, social justice teaching frameworks, Chicana/Latina feminist philosophy, and abolitionist pedagogy. The course explored four units: Identity, Justice and Anti-Bias, Intergenerational Genius, and Freedom Dreaming and Abolition. In-class and at-home projects included positionality statements, analyzing characteristics of white supremacy culture operating in ECE, studying abolitionist movement organizers, and transforming mandated curriculum based on social justice for young children. In this article, I share the context of the course redesign, my facilitation, and reflexive ideas for moving toward abolitionist education as a field of teacher preparation.
doi: 10.1080/15210960.2024.2406689pmid: N/A
Two recent movies remind us of the heroic work done long ago by rescuers of children and others who faced danger and suffering because of their minority status. One Life and Cabrini show how rescuers can create a new multicultural reality. The rescued are often relocated to new countries, where they face the challenge of coping with their difference. These two movies honor the heroism and dedication of the rescuers, but many others also deserve recognition. Rescue is only the beginning of the process of constructing a multicultural society.
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