The Role of Anti-racist Pedagogy and Practices in Professional Development Schools

TY - CHAP

T1 - The Role of Anti-racist Pedagogy and Practices in Professional Development Schools

AU - Brant, Cathy

AU - Fall, Madji

AU - Tulino, Daniel

AU - Leftwich, Stacey

AU - Elder, Brent

AU - Woodfield, Casey

N1 - Publisher Copyright: © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022.

PY - 2022/1/1

Y1 - 2022/1/1

N2 - The recent events of the COVID-19 pandemic, the revision of the National Association for Professional Development Schools’ Nine Essentials to be more explicit in their anti-racism/social justice efforts, and the continued racially motivated attacks on Black and Indigenous People of Color, led to questioning and challenging Professional Development Schools (PDS) work because elements of social justice and equity were not always explicit. Literature supports that PDSs can be a site for helping pre-and in-service teachers develop an anti-racist stance. Embedded professional development, coursework, and field experiences in PDSs that enact culturally relevant, culturally sustaining, and equity-based pedagogies can help teachers breach the disconnect between theory and praxis, understand their own biases, disrupt deficit ways of thinking, and design learning experiences to meet the needs of P-12 learners.

AB - The recent events of the COVID-19 pandemic, the revision of the National Association for Professional Development Schools’ Nine Essentials to be more explicit in their anti-racism/social justice efforts, and the continued racially motivated attacks on Black and Indigenous People of Color, led to questioning and challenging Professional Development Schools (PDS) work because elements of social justice and equity were not always explicit. Literature supports that PDSs can be a site for helping pre-and in-service teachers develop an anti-racist stance. Embedded professional development, coursework, and field experiences in PDSs that enact culturally relevant, culturally sustaining, and equity-based pedagogies can help teachers breach the disconnect between theory and praxis, understand their own biases, disrupt deficit ways of thinking, and design learning experiences to meet the needs of P-12 learners.

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U2 - 10.1007/978-3-031-16644-0_12

DO - 10.1007/978-3-031-16644-0_12

M3 - Chapter

SN - 9783031166433

SP - 231

EP - 251

BT - Reconceptualizing Social Justice in Teacher Education

PB - Springer International Publishing

ER -