Additional information
by Christine Montecillo Leider (Editor), Christina L. Dobbs (Editor), Erin Nerlino (Editor)
Preparing Antiracist Teachers: Fostering Antiracism and Equity in Teacher Preparation examines multiple strategies and theories for developing antiracist attitudes and actions in teachers and teacher candidates. This textbook uses critical consciousness as a framework to help practitioners and scholars to facilitate the process of doing antiracist work.
The book is divided into three sections, with Part 1 focusing on critical reflection, which refers to a social analysis and moral rejection of societal inequities, such as social, economic, racial/ethnic, and gender inequities, that constrain well-being and human agency. It shows that those who are critically reflective view social problems and inequalities in systemic terms and are therefore better able to address them. Part 2 examines sociopolitical efficacy, which refers to the perceived capacity to effect social and political change by individual and/or collective activism. Part 3 centers on critical action, that is, individual or collective action taken to change aspects of society, such as institutional policies and practices, that are perceived to be unjust. This is a broad view of activism that can include participation in activities such as voting, community organizing, and peaceful protests.
Showcasing both USA-based and international case studies, Preparing Antiracist Teachers will support teacher educators in their work by presenting nuanced and important means of teacher education for antiracism and critical consciousness. It will also benefit those studying related courses, including Teacher Education, Social Justice Education, and Multicultural Education.
Author Biography
Christine Montecillo Leider is Assistant Professor of Multilingual Learner Education at the School of Education, University of Massachusetts-Lowell, USA.
Christina L. Dobbs is Associate Professor and Director of the English Education for Equity and Justice program at the Wheelock College of Education and Human Development, Boston University, USA.
Erin Nerlino is Associate Professor of the Practice at Clark University, USA.
