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Summary of What Preservice Trs Know about Race &  Diversity

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Notes and Quotes, “What Preservice Teachers Should Know about Race and Diversity?”:

“CRT   acknowledges   the centrality  of  race  and  focuses  on  how  elements  of  racism  and  prejudice  are  embedded  in society  and  social  institutions  such  as  schools” (p.24)

“Race  matters  not  because  people  are  inherently  different  or  unequal,  but  because  perceived differences may be manipulated as a basis for sorting out privilege and power” (p. 24).

However,  most  writers  agree  on  at  least  two plausible reasons- teachers’ ideological stance on issues that are related to race and diversity  and,  teachers’  discomfort  with  engaging  such  “sensitive  issues” (p.25)

Preservice teachers need to be aware of the privilege they have and what it means to be the authority figure in the room.

No one should feel guilty for being a certain race such as White, but understanding how being in the dominant group does have a major effect on how students of colour may view you, along with the privileges that come with being White on a daily basis.

A black person has more to fear than a White person on any given day (I.e. not having to worry about potentially being attacked for their race or having less likely of a chance at getting a job because they are already in the dominant group that usually does hiring)

“Understanding the Teaching Self”

“Seeing   things   through   different   lenses   is   a   powerful   precursor   for   developing   new

understandings and better ways of doing things in the classroom. Furthermore, an analysis of

the teaching self helps teachers to understand that by virtue of their privileged position, they

have  considerable  power  over  their  students” (p. 28-29).

“Racial and Cultural Literacy”

“racial  and cultural literacy should be a critical component of educating teachers in pluralistic societies like Canada. Anecdotal and empirical evidence especially from the U.S. has shown that how teachers construct and interpret issues of race and diversity is linked to their perceptions and

differential  treatment  of  “other  peoples’  children” ( p.29)

Teachers need to understand how race and identity affect students' everyday lives. A great example is how many students of colour were so surprised by the movie “Encanto”. So many children of colour, particularly children of black descent, commented saying “wow! They look like me!”. This is very powerful because it just proves how little representation there is for children of colour in the media, and rare it is to see people of their own race being talked about in a positive light or being shown as playful, innocent, loving and caring, etc., in comparison to their white counterparts.

My one wish for this article:

I would have liked to have read more about Preservice teachers being educated on representation, and how they can incorporate this through media and literacy along with the type of culturally relevant learning material that they should be bringing into the classroom.

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-wish it had expanded on how to approach "hard talk" especially with parents (the group who create the most pushback in discussions of race & diversity to maintain status quo)
-how to implement more culturally relevant pedagogy

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- One thing that I wish the article expanded on is ways in which educators can talk about/have conversations that they find hard or difficult to address with young children.
- I wish the article could have expanded on "hard-talk" to include reconciliation and Indigenous-Canadian relationships. I wish they would have outlined ways teachers could bring awareness of the past, acknowledge the harm that has been inflicted, atone for the causes and show how we can go about seeking action to change behaviour. As a future educator, this would be helpful in allowing me to rethink the role of education and guide me towards creating more intentional experiences for my students.
- Understanding the teaching self is an idea that I want to speak to myself. This idea is critical to help teachers and teacher candidates understand their privileged position that they have power over their students. We often ask questions about what to teach and how to teach. We never ask who the teaching self is. A critical self-analysis and self-awareness can make our assumptions and beliefs about practice explicit. We should frequently ask ourselves how I situate and negotiate students' knowledge, experience, and race? How will race impact most students and me? What knowledge can I learn from my students?

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View of What Should Preservice Teachers Know about Race and Diversity_ Exploring a Critical Knowledge-Base for Teaching in 21st Century Canadian Classrooms