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"Gist, Conra D"
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Preparing teachers of color to teach : culturally responsive teacher education in theory and practice
Preparing Teachers of Color to Teach explores how teacher educators and teacher education programs design pedagogy and support structures to foster the learning and development of teacher candidates of color. Comparative case studies investigate how to effectively prepare teachers of color as the US demographic composition becomes more culturally and linguistically diverse. Understanding how to support learning for diverse teacher learners is becoming increasingly important, and supporting the development of teachers of color by taking critical approaches to teaching and learning will equip them for academic and professional success as effective teachers in the future.--P. 4 of cover.
Book
Handbook of Research on Teachers of Color and Indigenous Teachers
Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force. Yet research over decades has indicated their positive impact on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. A first of its kind, the Handbook of Research on Teachers of Color and Indigenous Teachers addresses key issues and obstacles to ethnoracial diversity across the life course of teachers’ careers, such as recruitment and retention, professional development, and the role of minority-serving institutions. Including chapters from leading researchers and policy makers, the Handbook is designed to be an important resource to help bridge the gap between scholars, practitioners, and policy makers. In doing so, this research will serve as a launching pad for discussion and change at this critical moment in our country’s history. The volume’s goal is to drive conversations around the issue of ethnoracial teacher diversity and to provide concrete practices for policy makers and practitioners to enable them to make evidence-based decisions for supporting an ethnoracially diverse educator workforce, now and in the future.
eBook
Shifting Dominant Narratives of Teacher Development: New Directions for Expanding Access to the Educator Workforce Through Grow Your Own Programs
Grow Your Own (GYO) programs are designed to recruit high school students, paraeducators, community organizers and parents, and/or career changers from the local community to join the educator workforce. When considering the nontraditional teacher pools that may enter the profession through GYO programs, commonly held assumptions about who teachers are, how they are developed, and what is most important for supporting their growth are challenged. This article reframes conventional narratives in teacher education by exploring the ways in which GYO programs offer counternarratives that reimagine teacher development by valuing (a) intersectional views of ethnoracial diversity, (b) resilience as an important teacher characteristic, (c) multiple modes of assessment as evidence of teacher learning, (d) ethnoracially diverse and community-based teacher educators, (e) culturally responsive pedagogy and place-based learning, and (f) local community school commitment.
Journal Article
A Black Feminist Interpretation: Reading Life, Pedagogy, and Emilie
This article examines the ways in which black feminism—as a concept, an applied theory, and a safety net—functions as a critical social theory designed to assist students in understanding the multiple ways that black and brown women are marginalized through institutionalized structures and practices. Drawing heavily upon the work of Patricia Hill Collins, this article defines and explains black feminist critical pedagogy arguing that it is a critical knowledge project that generates knowledge and creates theories that allow for analysis, critique, and evaluation of how black women are situated as social agents in society. Using the pocket diaries of Emilie Frances Davis, a 19
century freeborn woman, as both a teaching tool and a forensic historical investigatory tool, students will examine the ideas of black feminism and actively apply it as a lens to interpret essays, articles, video clips, and music lyrics. The lesson plan is also designed to provide students with foundational exposure and meaning making experiences in black feminist thought as research tool and as a system of thought for reading and interpreting texts and the social world. Additionally, this essay includes a second lesson plan developed by Karsonya Wise Whitehead (the author of
) that builds upon the author’s work to apply a black feminist lens to the work of Emilie Frances Davis.
Journal Article
Glancing back and looking forward: The role of education policy in creating pathways to the workforce for Teachers of Color and Indigenous Teachers
The Handbook of Research on Teachers of Color and Indigenous Teachers charts the landscape of the educator diversity research base by focusing on 11 domains of inquiry. Policy, one of the domains of inquiry in the Handbook, is instrumental for advancing educator diversity. This paper is anchored in the lessons from the policy domain, and extends this scholarship by briefly synthesizing the historical origins of educator diversity policies, and examining present-day manifestations of these efforts in the sociopolitical context of state and federal level policy trends. The manuscript concludes with a set of policy recommendations.
Journal Article
Research on Teachers of Color and Indigenous Teachers: Developing and fortifying policies that diversify the educator workforce
This special issue expands upon the Handbook of Research on Teachers of Color and Indigenous Teachers (Gist & Bristol, 2022a) and the practitioner-focused Phi Delta Kappan special issue, “Learning from the Voices of Black, Indigenous and People of Color Educators: Charting New Directions for Research, Policy, and Practice” (Gist & Bristol, 2021). The co-created articles in this special issue highlight the combined expertise of policy makers and education researchers. While the Handbook featured empirical research, and the Phi Delta Kappan special issue featured research briefs and teacher testimonies, the policy-driven articles in this special issue explore how research can be applied at district, state and national levels. A primary goal of this special issue is to provide evidence-based policy recommendations to support policymakers with strategies to address ethnoracial diversity related to one or more of the Handbook’s 11 research domains (i.e., recruitment, program design, mentorship, professional development, retention, pedagogical and leadership practices, induction and human resource development, intersectionalities, educational impact, minority serving institutions, and policy).
Journal Article
Moving Teachers of Color from the Margin to the Center: Analyzing Teacher Testimonies of Educational Aspiration
Centering the voices of Teachers of Color creates an opportunity to understand frequently overlooked ways in which they navigate racial hierarchies in their quest to teach and thrive in schools settings. This research study places aspiring and current Teachers of Color at the center by examining their teaching and learning experiences through the analysis of their written testimonies to identify common academic and professional interests and explore how they navigate challenges to these interests.
Journal Article
Black Educators Fight Back: Facing and Navigating Vulnerability and Stress in Teacher Development
This article examines Black educators’ experiences in Grow Your Own programs along a teacher development continuum at the intersection of social and human development constructs and frameworks, such as double binds and Phenomenological Variant Ecological Systems Theory (PVEST). More robust and nuanced interpretations of how Black educators grow and sustain their presence in the field of education are explored utilizing these analytical tools to determine how Black educators make their way along the teacher development continuum. Findings related to Black educators’ development as they transition as students to teachers, using double bind constructs at each stage of PVEST, are described, and research and praxis questions are extended for implications.
Journal Article