Antiracist Research on K-12 Education and Teacher Preparation

Policy Making, Pedagogy, Curriculum, and Practices

Edited by Molly Zhou; Terrell Brown and James Thompson

Antiracist Research on K-12 Education and Teacher Preparation: Policy Making, Pedagogy, Curriculum, and Practices provides current research on anti-racist education in teacher education and K-12 education. This book intends to engage teachers and educators in general to discuss diversity topics such as racism and how to react in the larger picture of teaching in K-12 and in higher education with a focus on teacher preparation.

Rowman & Littlefield Publishers / Association of Teacher Educators

Pages: 296 • Trim: 6¼ x 9¼

978-1-4758-7258-3 • Hardback • March 2024 • $120.00 • (£92.00)

978-1-4758-7259-0 • Paperback • March 2024 • $47.00 • (£36.00)

Subjects: Education / Multicultural Education, Education / Inclusive Education, Education / Teaching / Methods & Strategies

Antiracist Research on K-12 Education and Teacher Preparation

Policy Making, Pedagogy, Curriculum, and Practices

Hardback

Paperback

Summary

Antiracist Research on K-12 Education and Teacher Preparation: Policy Making, Pedagogy, Curriculum, and Practices provides current research on anti-racist education in teacher education and K-12 education. This book intends to engage teachers and educators in general to discuss diversity topics such as racism and how to react in the larger picture of teaching in K-12 and in higher education with a focus on teacher preparation.

Details

Rowman & Littlefield Publishers / Association of Teacher Educators

Pages: 296 • Trim: 6¼ x 9¼

978-1-4758-7258-3 • Hardback • March 2024 • $120.00 • (£92.00)

978-1-4758-7259-0 • Paperback • March 2024 • $47.00 • (£36.00)

Subjects: Education / Multicultural Education, Education / Inclusive Education, Education / Teaching / Methods & Strategies

Author

Dr. Molly Zhou is the endowed chair and professor in the School of Education at Dalton State College. Dr. Zhou received her bachelor’s degree in English. She earned her master’s degree in educational administration. She has published articles, chapters, and books on culture and diversity, technology, assessment, sustainability as they relate to teacher education and teaching and learning.
Dr. James M. Thompson I is an Associate Dean and Assistant Professor in the Eriksson College of Education at Austin Peay State University. He has over 15 years of experience serving in rural and urban K-12 school settings. He has over 15 years of experience serving in rural and urban K-12 school settings.
Dr. Terrell Brown has taught for 11 years in the Oklahoma City Public Schools District before coming to UCM. He earned his MEd in Urban Education from Langston University, and his PhD in Instructional Leadership Academic Curriculum from the University of Oklahoma. He also serves on the Board of Directors for the Association of Teacher Educators.

Table of Contents

Preface
Introduction
Chapter 1: Often Missing Element in Antiracist Pedagogy: Social Emotional Learning
Ximena D. Burgin, Mayra C. Daniel
Chapter 2: Expanding Pre-Education Students’ Beliefs about Race and Ethnicity through Multicultural Children’s Literature
Brian Hibbs
Chapter 3: Antiracism in Child Development: Analyzing Our Own Raced Play Experiences
Laurie Rabinowitz, Sophie Levy, and David Salinas
Chapter 4: Curricular Decision-making by Associate Instructors/Graduate Assistants (AIs/GAs): Using Antiracism Frameworks to Disrupt Racism in Teacher Education
Xiali Chang, Tahreem Fatima, Moaaz Hamid
Chapter 5: Portrait Making of Indigenous Women and Women of Color Suffragists and Me: Becoming Antiracist Art Teachers through Historical Inquiry into the Suffrage Activism of Indigenous Women and Women of Color
Kyungeun Lim, Sohyun An
Chapter 6: Towards a Holistic View and Practice in ESOL Education
Zurisaray Espinosa
Chapter 7: Informed by the Intersections: The Development of the Lotions and Potions: Science through Hair Care Curriculum
Rasheda Likely
Chapter 8: That’s Not My Job: Unpacking Teacher Candidates' Perceptions of Their Roles as Educators
Marrielle Myers
Chapter 9: Reimagining Structured Literacy Practices to Honor Student Identities: Culturally Responsive Phonics Instruction
Virginie Jackson
Chapter 10: Kansas City Teacher Education Collaborative: Building Bidirectional Bridges
Michelle L. Amos, Brandy M. Lynch, and Carla N. Williams
Afterword
About the Editors
About the Authors