There is a paucity of conceptual scholarship on community teacher development initiatives that pr... more There is a paucity of conceptual scholarship on community teacher development initiatives that prepare community members to become teachers and are designed to shift power relations in teacher development systems. Community teacher development initiatives designed as equity and justice programs committed to broadening community members' access to the profession create space for radical reimagination in order to reorient our perception toward what may yet be possible. Thus, this article endeavors to consider how teacher development designs can take up space to begin this work by: (a) examining themes in community teacher development research; (b) exploring how facets of power can function as critical conceptual tools for radically reimagining teacher development for Black, Indigenous, and People of Color (BIPOC) community teachers; and (c) considering implications for teacher development designers and researchers committed to building community teacher development initiatives.
N arratives are the cultural frames through which we come to perceive events and phenomena in the... more N arratives are the cultural frames through which we come to perceive events and phenomena in the world. Dominant narratives are pervasive, widely accepted, and influenced by those with the power and position to shape and color perception (Brown et al., 2018). The narratives told about who educators are and who they teach have consequences for who gains access to the profession. Historically, white 1 scholars in teacher education 2 have dominated knowledge production. As a result, narratives in educator preparation programs 3 have been characterized by overwhelming whiteness 4 since they are frequently designed for preparing a majority white preservice teacher pool (Sleeter, 2017). Milner and Howard (2013) utilized critical race theory to critique narratives in teacher education grounded in whiteness and offer counternarratives 5 that reflect commitments to Communities of Color. Specifically, they challenged the following narratives: (a) the lack of teacher candidate and teacher diversity is not an issue, (b) teacher educator diversity is irrelevant, (c) the best and brightest should teach, (d) short-term commitment to teaching is acceptable, (e) higher standardized exams equate with better teachers, and (f) curriculum should focus exclusively on subject area content. These
Become a fan on Facebook Follow us @pdkintl READ KAPPAN ONLINE kappanonline.org: • Read, comment ... more Become a fan on Facebook Follow us @pdkintl READ KAPPAN ONLINE kappanonline.org: • Read, comment on, and freely share articles from the current issue. • Sign up for email alerts. At pdkassociation.org, you can: • Log in as a member. • Change your address. • Renew your membership. • Register for PDK travel. • Download applications for PDK awards. • Search the PDK publication archive. At kappanmagazine.org, you can: • Log in as a member. • Read and search Kappan, from September 2000 through the current issue. • Download articles. • Join as an institutional subscriber. (For information about obtaining an institutional subscription to Kappan, contact [email protected] or 800-818-7243.) At JSTOR.org, you can: • Search all issues of Kappan from November 1915 to three months prior to current date. • Subscribe to JSTOR's JPASS as a PDK member and access full text of all articles. At pdkpoll.org, you can: Read and download current poll information.
Recent research documents the positive impact that paraprofessionals have on student learning. Gi... more Recent research documents the positive impact that paraprofessionals have on student learning. Given these strengths, states and districts across the country have developed programs to attract and prepare paraprofessionals to become certified teachers. Despite increased interest in expanding pathways for the paraeducator workforce, research has also consistently revealed that paraeducators encounter obstacles along the career development continuum from recruitment, preparation, placement, and induction. Given the professionalization challenges paraeducators face, this special issue introduction highlights paraeducator research studies that describe innovative program design features, draw from and build on paraeducators' funds of knowledge and community cultural wealth, and identify organizational structures in schools essential to supporting paraeducators' development. We conclude with a recommended set of three core commitments for program designers, researchers, policy makers, or community and school district leaders dedicated to ensuring equitable paraeducator professional pathways in the educator workforce. Keywords paraeducators, grow your own programs, educator diversity, teacher development, paraprofessionals, teacher aides, assistant teachers, teachers of color and indigenous teachers black, indigenous, people of color Schools across the United States are facing unprecedented challenges due to the COVID-19 pandemic and racial reckoning that have pushed the country's inequities to the forefront. Teachers are feeling overworked and stressed by the challenge of teaching both remotely and in-person. A report
A new generation of Teachers of Color in the present educator reform era are engaged in acts of c... more A new generation of Teachers of Color in the present educator reform era are engaged in acts of conscious-raising to critique and challenge an educational system that underserves and routinely marginalizes youth of color. This article spotlights the creation of opportunities to organize and mobilize the voices of Teachers of Color through a social justice effort called The Teacher Testimony Project. The methodology for designing and implementing teacher testimonies is described and implications for how such methods function as a vehicle for research and advocacy to carry out justice work by, for and with Teachers of Color are explored.
Grow Your Own programs, with their focus on preparing and placing community teachers, are increas... more Grow Your Own programs, with their focus on preparing and placing community teachers, are increasingly being identified as a viable solution for addressing eth-noracial diversity and teacher shortages in schools. Given the heightened interest in these programs, the focus of this article is to consider various "projects," or rather, educational issues or problems attempting to be solved by advancing Grow Your Own program development. These efforts include the economic project, workforce development project, educator preparation project, and justice project. An exploration of these projects is utilized to consider possibilities and implications for the future expansion of Grow Your Own programs.
Scholarly inquiry relies on thoughtful researchers conducting sound empirical investigation. Jour... more Scholarly inquiry relies on thoughtful researchers conducting sound empirical investigation. Journals such as Teacher Education Quarterly offer a public space where the strongest of these works can be shared. In my role as editor, I am honored with the task of managing the process. But this entire enterprise comes to an abrupt and irreversible halt without volunteer reviewers who dedicate their time to review manuscripts. To my mind, volunteer reviewers are the lifeblood of scholarly journals, and TEQ is no different.
Grow Your Own (GYO) programs are cited in recent policy briefs as viable pathways for increasing ... more Grow Your Own (GYO) programs are cited in recent policy briefs as viable pathways for increasing the racial/ethnic diversity of teachers, yet recent scholarship on GYO programs is minimal. To address this issue, this article investigates what we know, and do not know, about GYO programs, by examining a range of data sources on different types of GYO program teacher pools (e.g., middle/high school, paraprofessional, community activists/parents mentors) and making sense of findings over a continuum of teacher development (e.g., recruitment, preparation, induction, and retention). Based on a research synthesis within and across GYO program teacher pools, we argue implications for policy, practice, and research that should accompany increased recommendations for expanding GYO models for Teachers of Color.
The Problem. The small representation of Teachers of Color in comparison with their White counter... more The Problem. The small representation of Teachers of Color in comparison with their White counterparts continues to trouble the teaching profession. Since Teachers of Color often have a vital impact on student engagement and academic outcomes, there is a pressing need to identify policies and practices that increase recruitment and retention. The Solution.
T he field of Black Studies can be a space of intellectual volition for the rwenry-firsr-cenrury ... more T he field of Black Studies can be a space of intellectual volition for the rwenry-firsr-cenrury Black teacher. It is characterized by a history of activism that resists the categorization of raced scholarship as inferior or unnecessary. Black Studies, therefore, can be conceptualized as a type of academic sanctuary due to the honoring and valuing of Black intellectual capital. But it is also a contested space that must be active and diligent in persevering the integrity and significance of the field in higher education. Birthed out of Black community activism and intellectual prowess, Black Studies is a Black knowledge. community, and cultural project that asserts, both in origin and action, the transformative potential of education. Historians have contributed to this knowledge project by developing extensive scholarship on the cultural and social work of twentieth-century Black teachers in pursuit of jusrice (Butchart, 1988; Franklin, 1980; Gist, 2014b). Although Black reachers employed a range of methods for justice, a common thread weaving their educational ideologies together was the belief that education is a critical vehicle for transcending barriers in the social world. The Black Studies commitment "to know the past and honor it, to engage the present and improve it, and to imagine a new future and forge it" (Karenga, 2009, p. 62) is a mission that is acutely salient in a present-day U.S. education discourse that is saturated with representation politics on the importance of teachers of color. In fact, calls for dlversifying the teacher workforce are being voiced more frequently by the federal education depanmenr (Duncan, Johns, & Cunningham, 2014) and professional organizations (e.g., American Federation of Teachers). An unfortunate consequence of the representation outcry, however, is the failure of educational reformers to deeply contemplate the structures, policies, and practices in the field of education that can restrict the access teachers of color. and Black teachers in particular, have to the profession (Madkins, 2011). To address such inequities more precisely, group standpoints serve as viable lenses to understand a group's "political, social, and historic context characterized by injustice" (Collins, 1998, p. 254). Yet, group differences also bring to lighr various identity makers that expose the robust complexity of an
1 2 3 Your article is protected by copyright and all rights are held exclusively by Springer Scie... more 1 2 3 Your article is protected by copyright and all rights are held exclusively by Springer Science+Business Media, LLC, part of Springer Nature. This e-offprint is for personal use only and shall not be self-archived in electronic repositories. If you wish to selfarchive your article, please use the accepted manuscript version for posting on your own website. You may further deposit the accepted manuscript version in any repository, provided it is only made publicly available 12 months after official publication or later and provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at link.springer.com". Urban Rev
1 2 3 Your article is protected by copyright and all rights are held exclusively by Springer Scie... more 1 2 3 Your article is protected by copyright and all rights are held exclusively by Springer Science+Business Media, LLC, part of Springer Nature. This e-offprint is for personal use only and shall not be self-archived in electronic repositories. If you wish to selfarchive your article, please use the accepted manuscript version for posting on your own website. You may further deposit the accepted manuscript version in any repository, provided it is only made publicly available 12 months after official publication or later and provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at link.springer.com".
Your article is protected by copyright and all rights are held exclusively by Springer Science+Bu... more Your article is protected by copyright and all rights are held exclusively by Springer Science+Business Media, LLC, part of Springer Nature. This e-offprint is for personal use only and shall not be self-archived in electronic repositories. If you wish to selfarchive your article, please use the accepted manuscript version for posting on your own website. You may further deposit the accepted manuscript version in any repository, provided it is only made publicly available 12 months after official publication or later and provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at link.springer.com".
There is a paucity of conceptual scholarship on community teacher development initiatives that pr... more There is a paucity of conceptual scholarship on community teacher development initiatives that prepare community members to become teachers and are designed to shift power relations in teacher development systems. Community teacher development initiatives designed as equity and justice programs committed to broadening community members' access to the profession create space for radical reimagination in order to reorient our perception toward what may yet be possible. Thus, this article endeavors to consider how teacher development designs can take up space to begin this work by: (a) examining themes in community teacher development research; (b) exploring how facets of power can function as critical conceptual tools for radically reimagining teacher development for Black, Indigenous, and People of Color (BIPOC) community teachers; and (c) considering implications for teacher development designers and researchers committed to building community teacher development initiatives.
N arratives are the cultural frames through which we come to perceive events and phenomena in the... more N arratives are the cultural frames through which we come to perceive events and phenomena in the world. Dominant narratives are pervasive, widely accepted, and influenced by those with the power and position to shape and color perception (Brown et al., 2018). The narratives told about who educators are and who they teach have consequences for who gains access to the profession. Historically, white 1 scholars in teacher education 2 have dominated knowledge production. As a result, narratives in educator preparation programs 3 have been characterized by overwhelming whiteness 4 since they are frequently designed for preparing a majority white preservice teacher pool (Sleeter, 2017). Milner and Howard (2013) utilized critical race theory to critique narratives in teacher education grounded in whiteness and offer counternarratives 5 that reflect commitments to Communities of Color. Specifically, they challenged the following narratives: (a) the lack of teacher candidate and teacher diversity is not an issue, (b) teacher educator diversity is irrelevant, (c) the best and brightest should teach, (d) short-term commitment to teaching is acceptable, (e) higher standardized exams equate with better teachers, and (f) curriculum should focus exclusively on subject area content. These
Become a fan on Facebook Follow us @pdkintl READ KAPPAN ONLINE kappanonline.org: • Read, comment ... more Become a fan on Facebook Follow us @pdkintl READ KAPPAN ONLINE kappanonline.org: • Read, comment on, and freely share articles from the current issue. • Sign up for email alerts. At pdkassociation.org, you can: • Log in as a member. • Change your address. • Renew your membership. • Register for PDK travel. • Download applications for PDK awards. • Search the PDK publication archive. At kappanmagazine.org, you can: • Log in as a member. • Read and search Kappan, from September 2000 through the current issue. • Download articles. • Join as an institutional subscriber. (For information about obtaining an institutional subscription to Kappan, contact [email protected] or 800-818-7243.) At JSTOR.org, you can: • Search all issues of Kappan from November 1915 to three months prior to current date. • Subscribe to JSTOR's JPASS as a PDK member and access full text of all articles. At pdkpoll.org, you can: Read and download current poll information.
Recent research documents the positive impact that paraprofessionals have on student learning. Gi... more Recent research documents the positive impact that paraprofessionals have on student learning. Given these strengths, states and districts across the country have developed programs to attract and prepare paraprofessionals to become certified teachers. Despite increased interest in expanding pathways for the paraeducator workforce, research has also consistently revealed that paraeducators encounter obstacles along the career development continuum from recruitment, preparation, placement, and induction. Given the professionalization challenges paraeducators face, this special issue introduction highlights paraeducator research studies that describe innovative program design features, draw from and build on paraeducators' funds of knowledge and community cultural wealth, and identify organizational structures in schools essential to supporting paraeducators' development. We conclude with a recommended set of three core commitments for program designers, researchers, policy makers, or community and school district leaders dedicated to ensuring equitable paraeducator professional pathways in the educator workforce. Keywords paraeducators, grow your own programs, educator diversity, teacher development, paraprofessionals, teacher aides, assistant teachers, teachers of color and indigenous teachers black, indigenous, people of color Schools across the United States are facing unprecedented challenges due to the COVID-19 pandemic and racial reckoning that have pushed the country's inequities to the forefront. Teachers are feeling overworked and stressed by the challenge of teaching both remotely and in-person. A report
A new generation of Teachers of Color in the present educator reform era are engaged in acts of c... more A new generation of Teachers of Color in the present educator reform era are engaged in acts of conscious-raising to critique and challenge an educational system that underserves and routinely marginalizes youth of color. This article spotlights the creation of opportunities to organize and mobilize the voices of Teachers of Color through a social justice effort called The Teacher Testimony Project. The methodology for designing and implementing teacher testimonies is described and implications for how such methods function as a vehicle for research and advocacy to carry out justice work by, for and with Teachers of Color are explored.
Grow Your Own programs, with their focus on preparing and placing community teachers, are increas... more Grow Your Own programs, with their focus on preparing and placing community teachers, are increasingly being identified as a viable solution for addressing eth-noracial diversity and teacher shortages in schools. Given the heightened interest in these programs, the focus of this article is to consider various "projects," or rather, educational issues or problems attempting to be solved by advancing Grow Your Own program development. These efforts include the economic project, workforce development project, educator preparation project, and justice project. An exploration of these projects is utilized to consider possibilities and implications for the future expansion of Grow Your Own programs.
Scholarly inquiry relies on thoughtful researchers conducting sound empirical investigation. Jour... more Scholarly inquiry relies on thoughtful researchers conducting sound empirical investigation. Journals such as Teacher Education Quarterly offer a public space where the strongest of these works can be shared. In my role as editor, I am honored with the task of managing the process. But this entire enterprise comes to an abrupt and irreversible halt without volunteer reviewers who dedicate their time to review manuscripts. To my mind, volunteer reviewers are the lifeblood of scholarly journals, and TEQ is no different.
Grow Your Own (GYO) programs are cited in recent policy briefs as viable pathways for increasing ... more Grow Your Own (GYO) programs are cited in recent policy briefs as viable pathways for increasing the racial/ethnic diversity of teachers, yet recent scholarship on GYO programs is minimal. To address this issue, this article investigates what we know, and do not know, about GYO programs, by examining a range of data sources on different types of GYO program teacher pools (e.g., middle/high school, paraprofessional, community activists/parents mentors) and making sense of findings over a continuum of teacher development (e.g., recruitment, preparation, induction, and retention). Based on a research synthesis within and across GYO program teacher pools, we argue implications for policy, practice, and research that should accompany increased recommendations for expanding GYO models for Teachers of Color.
The Problem. The small representation of Teachers of Color in comparison with their White counter... more The Problem. The small representation of Teachers of Color in comparison with their White counterparts continues to trouble the teaching profession. Since Teachers of Color often have a vital impact on student engagement and academic outcomes, there is a pressing need to identify policies and practices that increase recruitment and retention. The Solution.
T he field of Black Studies can be a space of intellectual volition for the rwenry-firsr-cenrury ... more T he field of Black Studies can be a space of intellectual volition for the rwenry-firsr-cenrury Black teacher. It is characterized by a history of activism that resists the categorization of raced scholarship as inferior or unnecessary. Black Studies, therefore, can be conceptualized as a type of academic sanctuary due to the honoring and valuing of Black intellectual capital. But it is also a contested space that must be active and diligent in persevering the integrity and significance of the field in higher education. Birthed out of Black community activism and intellectual prowess, Black Studies is a Black knowledge. community, and cultural project that asserts, both in origin and action, the transformative potential of education. Historians have contributed to this knowledge project by developing extensive scholarship on the cultural and social work of twentieth-century Black teachers in pursuit of jusrice (Butchart, 1988; Franklin, 1980; Gist, 2014b). Although Black reachers employed a range of methods for justice, a common thread weaving their educational ideologies together was the belief that education is a critical vehicle for transcending barriers in the social world. The Black Studies commitment "to know the past and honor it, to engage the present and improve it, and to imagine a new future and forge it" (Karenga, 2009, p. 62) is a mission that is acutely salient in a present-day U.S. education discourse that is saturated with representation politics on the importance of teachers of color. In fact, calls for dlversifying the teacher workforce are being voiced more frequently by the federal education depanmenr (Duncan, Johns, & Cunningham, 2014) and professional organizations (e.g., American Federation of Teachers). An unfortunate consequence of the representation outcry, however, is the failure of educational reformers to deeply contemplate the structures, policies, and practices in the field of education that can restrict the access teachers of color. and Black teachers in particular, have to the profession (Madkins, 2011). To address such inequities more precisely, group standpoints serve as viable lenses to understand a group's "political, social, and historic context characterized by injustice" (Collins, 1998, p. 254). Yet, group differences also bring to lighr various identity makers that expose the robust complexity of an
1 2 3 Your article is protected by copyright and all rights are held exclusively by Springer Scie... more 1 2 3 Your article is protected by copyright and all rights are held exclusively by Springer Science+Business Media, LLC, part of Springer Nature. This e-offprint is for personal use only and shall not be self-archived in electronic repositories. If you wish to selfarchive your article, please use the accepted manuscript version for posting on your own website. You may further deposit the accepted manuscript version in any repository, provided it is only made publicly available 12 months after official publication or later and provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at link.springer.com". Urban Rev
1 2 3 Your article is protected by copyright and all rights are held exclusively by Springer Scie... more 1 2 3 Your article is protected by copyright and all rights are held exclusively by Springer Science+Business Media, LLC, part of Springer Nature. This e-offprint is for personal use only and shall not be self-archived in electronic repositories. If you wish to selfarchive your article, please use the accepted manuscript version for posting on your own website. You may further deposit the accepted manuscript version in any repository, provided it is only made publicly available 12 months after official publication or later and provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at link.springer.com".
Your article is protected by copyright and all rights are held exclusively by Springer Science+Bu... more Your article is protected by copyright and all rights are held exclusively by Springer Science+Business Media, LLC, part of Springer Nature. This e-offprint is for personal use only and shall not be self-archived in electronic repositories. If you wish to selfarchive your article, please use the accepted manuscript version for posting on your own website. You may further deposit the accepted manuscript version in any repository, provided it is only made publicly available 12 months after official publication or later and provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at link.springer.com".
written by Karsonya Wise Whitehead. Curriculum designers from a range of content areas and grade ... more written by Karsonya Wise Whitehead. Curriculum designers from a range of content areas and grade levels o er common core aligned lesson plan sets for middle, high school, and college students that outline the scope and sequence and frame the organization of activities and assignments in a coherent fashion.
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