ITOC TEACHER EDUCATORS OF COLOR
To support Black, Indigenous, and people of Color (BIPOC) teacher educators who are committed to racial justice and who need a place to strengthen their praxis and realize their potential as racial justice leaders in their programs, the Institute for Teachers of Color Committed to Racial Justice (ITOC) is offering new targeted programming.
For decades, scholars have asserted that racism is normalized within the structures of teacher education (Cross, 2005; Marom, 2019; Sleeter, 2001). Today, 70% of students (AACTE, 2019), 87% of adjunct instructors, and 91% of tenured/tenure track instructors are white (King & Hampel, 2018), and with rampant antiblackness (Haddix, 2016; Faison & McArthur, 2020) and institutional racism shaping curriculum, pedagogy, policies, and practices (Cross, 2005, Sleeter, 2017), teacher education has remained steadfast in reproducing a predominantly white teaching force with limited racial literacy and deficit frames of students and families of Color (Gist, 2017; Amos, 2010). A growing body of research has drawn attention to teacher educators of Color and their critical role in disrupting the pervasive racist curriculum, pedagogy, and ideologies of teacher education programs (Picower & Kohli, 2017; Matias, 2013; Navarro, Quince, Hseih, Deckman, 2019), however, additional studies have also described the tremendous emotional cost of this labor (Atwater, et. al, 2013; Shim, 2018).
We aim to support teacher educators who:
For decades, scholars have asserted that racism is normalized within the structures of teacher education (Cross, 2005; Marom, 2019; Sleeter, 2001). Today, 70% of students (AACTE, 2019), 87% of adjunct instructors, and 91% of tenured/tenure track instructors are white (King & Hampel, 2018), and with rampant antiblackness (Haddix, 2016; Faison & McArthur, 2020) and institutional racism shaping curriculum, pedagogy, policies, and practices (Cross, 2005, Sleeter, 2017), teacher education has remained steadfast in reproducing a predominantly white teaching force with limited racial literacy and deficit frames of students and families of Color (Gist, 2017; Amos, 2010). A growing body of research has drawn attention to teacher educators of Color and their critical role in disrupting the pervasive racist curriculum, pedagogy, and ideologies of teacher education programs (Picower & Kohli, 2017; Matias, 2013; Navarro, Quince, Hseih, Deckman, 2019), however, additional studies have also described the tremendous emotional cost of this labor (Atwater, et. al, 2013; Shim, 2018).
We aim to support teacher educators who:
- Identify as a BIPOC teacher educator in a university context
- Asset framings of communities of Color
- Structural analysis of racism
- Connection of critical theory to practice
- Demonstrated engagement in racial justice leadership/initiatives
TEACHER EDUCATORS OF COLOR FOR RACIAL JUSTICE CONVENING
January 21-22, 2021
9am-12:30pm PST
Hosted and sponsored by San José State University
The Teacher Educators of Color for Racial Justice Convening hosted 40 BIPOC teacher educators from seventeen different states to engage in critical reflections about their racialization within the predominantly white structures of teacher education and the racial justice possibilities of their collective engagement.
This event was free for selected participants.
This event was free for selected participants.
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We acknowledge that labels for race, ethnicity, and other social groupings are socially constructed, politically influenced, and fluid. While racial categories were originally created as tools of stratification and oppression, racialized people have also reclaimed labels, pridefully embracing the community and collective agency built within these terms. And while none perfectly capture the unique positionalities and experiences of people, we take great care as we operationalize and use them. We use both the terms “of Color,” to describe the aggregate of various racialized people, and Black, Indigenous, and people of Color (BIPOC) to distinguish and recognize the unique positionalities and struggles of distinct racialized people