"This book topics include anti-racist policies, pedagogical and curricular activity designs, and practices to address the current issues in education"--
Antiracist Research on K-12 Education and Teacher Preparation: Policy Making, Pedagogy, Curriculum, and Practices provides current research on anti-racist education in teacher education and K-12 education. This book intends to engage teachers and educators in general to discuss diversity topics such as racism and how to react in the larger picture of teaching in K-12 and in higher education with a focus on teacher preparation.
This book topics include anti-racist policies, pedagogical and curricular activity designs, and practices to address the current issues in education.
Preface
Introduction
Chapter 1: Often Missing Element in Antiracist Pedagogy: Social Emotional
Learning
Ximena D. Burgin, Mayra C. Daniel
Chapter 2: Expanding Pre-Education Students Beliefs about Race and Ethnicity
through Multicultural Childrens Literature
Brian Hibbs
Chapter 3: Antiracism in Child Development: Analyzing Our Own Raced Play
Experiences
Laurie Rabinowitz, Sophie Levy, and David Salinas
Chapter 4: Curricular Decision-making by Associate Instructors/Graduate
Assistants (AIs/GAs): Using Antiracism Frameworks to Disrupt Racism in
Teacher Education
Xiali Chang, Tahreem Fatima, Moaaz Hamid
Chapter 5: Portrait Making of Indigenous Women and Women of Color Suffragists
and Me: Becoming Antiracist Art Teachers through Historical Inquiry into the
Suffrage Activism of Indigenous Women and Women of Color
Kyungeun Lim, Sohyun An
Chapter 6: Towards a Holistic View and Practice in ESOL Education
Zurisaray Espinosa
Chapter 7: Informed by the Intersections: The Development of the Lotions and
Potions: Science through Hair Care Curriculum
Rasheda Likely
Chapter 8: Thats Not My Job: Unpacking Teacher Candidates' Perceptions of
Their Roles as Educators
Marrielle Myers
Chapter 9: Reimagining Structured Literacy Practices to Honor Student
Identities: Culturally Responsive Phonics Instruction
Virginie Jackson
Chapter 10: Kansas City Teacher Education Collaborative: Building
Bidirectional Bridges
Michelle L. Amos, Brandy M. Lynch, and Carla N. Williams
Afterword
About the Editors
About the Authors
Dr. Molly Zhou is the endowed chair and professor in the School of Education at Dalton State College. Dr. Zhou received her bachelors degree in English. She earned her masters degree in educational administration. She has published articles, chapters, and books on culture and diversity, technology, assessment, sustainability as they relate to teacher education and teaching and learning.
Dr. James M. Thompson I is an Associate Dean and Assistant Professor in the Eriksson College of Education at Austin Peay State University. He has over 15 years of experience serving in rural and urban K-12 school settings. He has over 15 years of experience serving in rural and urban K-12 school settings.
Dr. Terrell Brown has taught for 11 years in the Oklahoma City Public Schools District before coming to UCM. He earned his MEd in Urban Education from Langston University, and his PhD in Instructional Leadership Academic Curriculum from the University of Oklahoma. He also serves on the Board of Directors for the Association of Teacher Educators.
