Weekly Convo Module 8 by Aniva Lumpkins https://padlet.com/alump001/ConvoMod8 Made with charm en-us 2022-03-22 02:04:52 UTC 2026-03-03 22:39:48 UTC hello@padlet.com Why does race matter? msilv185 https://padlet.com/alump001/ConvoMod8/wish/2114887927 While Scott and Alexander’s (2019) study examined strategies to recruit and retain Black male special education teachers (SET), their framework for closing the racial gap within the teaching workforce can be applied to a wider context. Recruiting and retaining high-quality teachers has always been an arduous task, pairing this task with the need for minoritized teacher educators is even harder. The complimentary review conducted by Scott et al. (2021) explained a need for school district leaders to understand the reasons why SETOC leave the profession. Why are teachers leaving? How can we retain good teachers? One of the more compelling arguments highlighted by Scott & Alexander (2019) was that preservice teachers expressed a need for more autonomy in the classroom and a more diverse curriculum. Teachers want to feel valued and have their pedagogies appreciated. While their study targeted the perceptions of Black male teachers, their recommendations (i.e., system of support, competitive salary, advancement opportunities, etc.) can be applied to other racialized groups as well. Significant changes need to be made to ensure that teacher preparation programs are providing candidates with the tools needed to have a successful career, including developing a racial awareness of self and others (Durden et al., 2016) and evolving culturally relevant pedagogies that advocate and support diversity in classrooms. Scott & Alexander’s (2019) study argued that professionals who misunderstand cultural nuances exhibited by Black students can impact their decision making related to placement, suspension, and academic teaching. This argument further supports Durden et al.’s (2016) claim that teacher racial identities shape their CRP. Although a challenge, teacher preparation programs and teacher educators have a responsibility to build cultural competence and instructional practices that will allow CLD students to have access to quality educational experiences and services. -M.S.]]> 2022-03-26 14:54:44 UTC https://padlet.com/alump001/ConvoMod8/wish/2114887927 Disability and SETOC (From Meaghan) krazinskim https://padlet.com/alump001/ConvoMod8/wish/2115788810 Scott et al. (2021) study SETOC attrition and find that SETOC lack mentorship and also that microagressions make the job untenable and unsustainable for many. Do you think this article adequately addresses issues for SETOC who are also Disabled? Do you think aspects of ableism may be intertwined with normative mentorship models that may compound lack of support for multiply-marginalized teachers?]]> 2022-03-27 18:13:29 UTC https://padlet.com/alump001/ConvoMod8/wish/2115788810 Waitoller et al. (2021) Question: (from Treasa) krazinskim https://padlet.com/alump001/ConvoMod8/wish/2115789744 Waitoller et al. (2021) claim that even though Urban education teacher prep programs focus on social justice and position race, class, gender, and some other social locations as political and social constructions, they often see disability through the lenses of individualism, the medical model, and personal tragedy. This seems to happen across the board, even within social justice movements. I often hear social justice activists positioning themselves as far away from disability as possible, to create a separate "Other," and using ableist language to further their cause. This is unacceptable, yet a seemingly hidden issue to most. How do we combat this? How can we reorient teacher education programs to reposition disability as a societal construct and include disability within the realm of CRP?]]> 2022-03-27 18:14:43 UTC https://padlet.com/alump001/ConvoMod8/wish/2115789744 An Exploration of Identities & Ideologies alump001 https://padlet.com/alump001/ConvoMod8/wish/2116319765 Given the racial injustice, oppression, and inequitable academic experiences faced by students of color, it is imperative that teachers recognize the cultural, historical, social, and political context of teaching, as well as its impact upon student learning (Durden et al., 2016). Historically, CLD students have often been educated by teachers who don’t look like them and are less likely to pursue social justice goals in their best interest. Research on the academic outcomes of CLD students has revealed the importance of representation (Ladson-Billings, 1999; Goldhaber and Hansen, 2010; Fan et al., 2019) and how the lived experiences of educators contribute to culturally responsive practices (CRP). Durden et al. (2016) hone in on how teacher candidates’ (TC) positionality is related to their racial identities, how such identities develop, as well as how TCs’ identities shape culturally relevant (CR) pedagogical practices. When building upon such factors innate to the educator, as well as those factors influenced by their experiences I wonder how teacher prep programs might create a space where discussions are had that allow for reflective practices and conversations that support novice teachers in the implementation of such culturally responsive practices within educational environments. 
 
]]> 2022-03-28 03:53:29 UTC https://padlet.com/alump001/ConvoMod8/wish/2116319765 "CR Ts are not all of color, and not all Ts of color are CR" https://padlet.com/alump001/ConvoMod8/wish/2116326760 Durden et al. (2016) note that "[Culturally relevant] teachers are not all of color, and not all teachers of color are [culturally relevant]." Therefore, the authors argue that teacher preparation programs should focus on examining teacher candidates' understanding of how students' racial identity in the U.S. pre-deposes them to different struggles and opportunities. How can teacher prep programs promote critical reflection and address the social, historical, and political experiences impacting CLD students? -Martha]]> 2022-03-28 04:00:20 UTC https://padlet.com/alump001/ConvoMod8/wish/2116326760 Any thoughts re: the guidance provided within the Conversation Sower Guide relative to the exploration of identity noted by Durden et al. (2016)? alump001 https://padlet.com/alump001/ConvoMod8/wish/2116423045 This facilitator’s guide serves as a tool to deconstruct one's own identity and relationship to schooling. ]]> 2022-03-28 05:28:05 UTC https://padlet.com/alump001/ConvoMod8/wish/2116423045 well done! https://padlet.com/alump001/ConvoMod8/wish/2142939974 Thanks again for such great questions and engagement with the ideas of the readings!]]> 2022-04-13 20:05:38 UTC https://padlet.com/alump001/ConvoMod8/wish/2142939974