Exactly two months to the day after President Biden signed the American Rescue Plan Act of 2021 with $125 billion carved out for education, Mursion will host Jacqueline Rodriguez, vice president for research, policy, & advocacy at the American Association of Colleges for Teacher Education (AACTE), for a candid discussion on the challenges and opportunities ahead. From her unique perspective, Rodriguez will share AACTE’s continuing important work for addressing learning loss, critical societal matters that affect education, and the shortage of teachers that has not abated.
This article originally appeared in Diverse Issues in Higher Education and is reprinted with permission.
The COVID-19 pandemic shed a harsh light on the systemic inequities in schools and communities. If we believe schools are the epicenter to dismantle racism and inequities, then we must examine our role as teacher educators to address these issues of inequality. How can we use this inflection point to positively and substantively change educator preparation?
Both at the system level and on individual campuses, colleges of education must ensure that programs prepare graduates to enter the teaching profession ready to advocate for and implement racial and social justice and advance the transformation of inequitable structures in schools. The pandemic has opened a window into the complexities of the teaching and learning process, which has resulted in greater collaboration among educators and families. As we move forward, we must ensure that candidates’ dispositions reflect and respect the importance of collaboration with students, families, and educational colleagues.
Asian American educator Elizath Kleinrock described her mindset after the reading about the anti-Asian hate crimes in Atlanta last March as, “[un]able to express my sadness, frustration and rage … how could I face my students in class when my body and voice are noticeably shaking?” With anti-Asian hate crimes up 149% in major cities due to increased negative stereotyping amidst the COVID-19 pandemic, the educator preparation community must increase its awareness and efforts by teaching true allyship in U.S. schools and communities.
In AACTE’s next Combating Racism in Educator Prep series webinar, a distinguished panel will guide a conversation that addresses the often-omitted civil rights history of the Asian American and Pacific Islander (AAPI) here in the United States and resources for teaching that history and why it’s essential in our collective fight to combat systemic racial oppression in our education system. AACTE is ready to seize this present moment to respond to Anti-AAPI racism as an association and hopes you join in these efforts.
Register today to attend the webinar on April 29, 3:30 p.m. EST.
The Baker Teacher Leader Center in the College of Education at the University of Iowa is hosting an Anti-Racism Professional Educator Webinar Series. The goal of this series is to reveal the racism (psychological, social, physical, emotional) in U.S. schools and how it defines the current practices in schooling. We will explore the kinds of changes school personnel must make in their interactions, engagement, and environment to work towards anti-racism. In this series, we will decenter Whiteness and interrogate your positionality within society, but specifically within schools.
Educators who register for and attend all nine sessions in the series will earn one free teacher license renewal credit! Register here for the credit. This credit has been pre-approved for state of Iowa teachers. If you live outside the state of Iowa, please contact your administration or board of educational examiners for approval. If you have missed the first few sessions, and are still interested in earning licensure renewal credit, please contact the Baker Teacher Leader Center at email@example.com.
Kari Vogelgesang is clinical associate professor; edTPA coordinator, El Ed & SpEd; and director, professional development at Baker Teacher Leader Center, College of Education, University of Iowa.
Stanley Brooks of Chosen Path Consulting was one of three presenters of the 2021 Annual Meeting session, “Identifying, Understanding, and Replacing Racist Curricula.” In this article, Brooks expounds on the key questions for inquiry and reflection on what it means to engage in an anti-racist (not non-racist) manner in the academic space.
The reader may perceive the title and guiding question as sarcastic, however, there’s a serious tone and authenticity to the question. If our curriculum is not already anti-racist, then what have we been allowing and promoting all these years? What thoughts and beliefs rooted in racial biases have many educators internalized as children, young adults, and seasoned professionals?
AACTE is honored to welcome another esteemed panel for the third installment of its webinar series, “Combating Racism in Educator Prep.” The third webinar, “Responding to Anti-AAPI Racism in Educator Preparation: Seizing the Present Moment,” centers on the lived experiences of our Asian and Asian American friends, family, colleagues, and students. Valerie Pang, Nicholas D. Hartlep, and Shuhui Fan will discuss the often-omitted history of the Asian American and Pacific Islander (AAPI) community concerning civil rights and the nation’s P–12 education system. The panel will shed light on the current implications of that context for AAPI educators and students, as well as provide a space to discuss strategies and resources institutions of higher education (IHEs) and individuals can use to ensure policies and culture promote safety and belonging for all AAPI people in our education system.
Howard University is pleased to announce its recent endorsement by the College Board to host an Advanced Placement Summer Institute in 2021. The Howard University School of Education is committed to increasing the diversity of AP educators and high school students enrolled in these courses. APSI@Howard will offer 2 cohorts for new and experienced AP teachers during the weeks of July 19-23, 2021 and July 26-30, 2021.
Our virtual AP Summer Institute will bring part of the Howard experience to AP teachers worldwide. Throughout the institute, educators will receive intensive training on the curriculum and teaching methods of AP courses while also being exposed to modules around implicit bias and anti-racist teaching and pedagogical approaches. Each workshop will include an experiential learning opportunity related to the field with the intent of modeling instruction. The workshops will allow teachers the opportunity to interact with colleagues and discuss concerns surrounding the AP courses they will teach. Please feel free to pass this information along to school and district leaders as well as high school teachers.
APSI @ Howard University is now accepting registrations.
July 19-23, 2021 Week 1 registration
July 26-30, 2021 Week 2 registration
Dawn Williams is the Dean of the Howard University School of Education.
The AACTE 2021 Deeper Dive session “Critical Race Theory and Countering Political Culture” brought together experts in education, law, and history to discuss how taking a critical approach can help educators engage in courageous action. The panel included Khiara Bridges, professor of law at University of California Berkeley; Sonya Ramsey, associate professor of history at University of North Carolina Charlotte; and Alfredo Artiles, Lee L. Jacks Professor of Education at Stanford University.
What is critical race theory?
Khiara Bridges began by acknowledging that although there is no single definition or enactment of critical race theory (CRT), CRT scholars all stand in opposition to oppression. Bridges defined CRT as an intellectual movement, a body of scholarship, and an analytical toolset for interrogating the relationship between inequality and education, law, history, health, or any other school of thought. She discussed four common tenants to CRT:
AACTE is honored to welcome three panelists from member institution Rowan University to lead its next webinar in the Combating Racism in Educator Preparation Series. For this installment, Monika Shealey, Shelley Zion, and Beatrice Carey, who are among those leading the creation and implementation of Rowan’s DEI certificate program, will teach participants to tune into their critical consciousness to sustain a lifelong commitment to addressing structural oppression.
The Critical Consciousness in Educator Preparation webinar will take place on Monday, March 22, 1:00-2:15pm EST. In this interactive webinar, attendees will learn and practice several foundational strategies based on the certificate program modules. Whatever your role and wherever you are on the lifelong path of being a genuinely antiracist, abolitionist, and intersectional educator, you will benefit from this webinar as either a starting or reflective framework for the individual educator to live and promulgate these values through the field.
This article originally appeared on the Learning Policy Institute blog and is reprinted with permission.
When Congress passed the mammoth $2.3 trillion federal funding legislation—the Consolidated Appropriations Act of 2021—last December, most of the press focused on the package’s much-needed COVID-19 relief funds and the narrowly averted government shutdown. But nested within the legislation is game-changing language that removes a long-standing obstacle to states and school districts fulfilling Brown v. Board of Education’s promise of eliminating separate and unequal schools. Effective January 1, 2021, there is no longer a prohibition on the use of federal school transportation funds to support school integration.
“The 1619 Project” Annual Meeting Deeper Dive session on Friday, February 26, 11:15 a.m. – 12:30 p.m. features Mary Elliott, curator at the Smithsonian National Museum of African American History and Culture (NMAAHC), and Christina Sneed, high school AP English teacher in University City Schools (outside of St. Louis, MO) who taught The 1619 Project and authored the curriculum resources for The Pulitzer Center’s 1857 Project. Inspired by The 1619 Project (which reframes U.S. history by placing the consequences of slavery and the contributions of Black Americans at the very center of the historical narrative), The 1857 Project examines the Dred Scott decision and the Lincoln-Douglass Debate. In this article, Sneed shares insight into her experience teaching The 1619 Project to higher schoolers and how educators can successfully implement it across curriculum.
I’ve been sharing my approach to teaching with the New York Times’ 1619 Project and was disturbed to read an article where Rodriguez (2021) explained that Republican lawmakers in five states (one in which I live) are introducing legislation to “punish schools that provide lessons derived from this project.” Unfortunately, we’ve seen this strategy used throughout history as a method to manipulate national memory. It forces reflection on the quandary, “Who gets to write history?” The answer is rooted in white supremacy. Recollect America’s Reconstruction period when the United Daughters of the Confederacy distorted the narrative surrounding who won the Civil War by using propaganda, monuments, and education-based indoctrination. They created state-sanctioned counter narratives that still plague America. Recently, Republicans used this tactic to establish the 1776 Commission in opposition to the 1619 Project. Such acts stem from fear that, if average Americans learn accurate accounts of history—without white washing, omission, erasure—white men will lose power. They fear teachers will inform students of America’s ugliest parts and sell a version of history that negatively depicts certain groups of people in order to create ”heroes” and “patriots” in others (what they’ve been guilty of for centuries).
Alfredo Artiles of Stanford Graduate School of Education, Khiara Bridges, UC Berkley School of Law and Sonya Ramsey of University of North Carolina at Charlotte will join moderator John Blackwell of Virginia State University in presenting the 2021 Annual Meeting Deeper Dive session, “Critical-Race Theory and Countering Political Culture,” Thursday, February 25, 11:15 a.m. – 12:30 p.m. In this article, Artiles discusses the power of disability through its longstanding historical links with race, and outlines the transformations needed in teacher education so that future teachers are prepared to understand and engage thoughtfully with the complexities of disability and its intersections.
Disability touches the lives of all human beings in one way or another during their lifetime. It is not surprising, therefore, that most societies deploy protections and supports for people with disabilities. But just as disability constitutes an object of protection, it is necessary to remember that disability can also be used as a tool of stratification. This is most clearly observed in contexts in which disability intersects with other markers of difference, such as race. The dual nature of disability is a neglected consideration in the analysis and responses to this condition, particularly in the context of teacher education. Indeed, most preservice teachers are rarely exposed to the complexities of this duality and its implications.
K. Stanley Brooks of Chosen Path Consulting, Marvin Lynn of Portland State University, and Christina “V” Villarreal of the Harvard Graduate School of Education will present the session, “Identifying, Understanding, and Replacing Racist Curricula” at the virtual 2021 Annual Meeting, Wednesday, February 24, 10:00 – 11:00 a.m. In this article, Brooks offers a preview of the session by asking key questions for inquiry and reflection on what it means to engage in an anti-racist manner in the academic space.
Our curriculum is not already anti-racist? If our curriculum is not already anti-racist, then what have we been allowing and promoting all these years?
Greetings to you from Minneapolis, Minnesota. This city was the center of world news on May 25, 2020, and the days following the reaction to the killing of George Floyd. It is not just one person, but a disturbing pattern that can be linked to the interactions between the first enslaved Africans and White Americans to the banks of Jamestown, Virginia in 1619. Perhaps you have heard the names of Breonna Taylor, Ahmad Aubrey, Tamir Rice, Trayvon Martin, Eric Garner, and many more. Many assume that college campuses are places of higher thought and scholarship, where students and faculty/staff of color are immune to the horrors of racial microaggressions and assaults. One of the primary ways these spaces are hostile toward people of color is through the academic plans (practicum, course content, course selection, guest speakers, hiring practices, athletics, etc.) for our students.
In this new year, AACTE is recommitting its efforts to support the field in combating the racism that permeates throughout our education system. As a part of these efforts, AACTE will host a webinar each month that is centered on naming, learning, addressing, reforming, and promoting antiracist culture and policies throughout the education system. During these one-hour virtual sessions, you will hear from members and leaders in the field who have been doing the research and work to ensure PK-12 students receive a truly inclusive education. Our goal is for all participants, whether you are an administrator, faculty member, candidate, or current practitioner, to walk away with actionable steps to address internal, interpersonal, and systemic racism.
Racism is a broad and entrenched system of discrimination that has been largely ignored in our history, and every individual in our education system has a part to play in correcting it. Therefore, to begin this series, we want to focus on Discussing Race in Classrooms. In addition to learning how to prepare candidates to discuss racism in PK-12 classrooms, the webinar will address how educator preparation programs and other education field leaders can do the internal, interpersonal, and system-wide work to effectively support and prepare candidates to do so within those programs.
Register Today to join AACTE and the esteemed panel for or its first webinar: Discussing Race in PK-12 Classrooms, Why it’s an Essential Skill, on January 25, 2:00 p.m. EST. We exist in a world of relationships, and therefore, it is imperative that we examine our country’s and our education system’s historic relationship with racism and students of color before we endeavor to implement antiracist policies in our programs. In this session, we will take a look back at the central historic systemic inequities that have created an environment in which a majority of educators are ill-prepared and unwilling to name and discuss race and racism in classrooms. From that historical perspective, we will look at its effects on discipline and special education systems, both of which maintain systemic inequities and exacerbate racial discrimination for students with intersectional identities.
Register for Discussing Race in PK-12 Classrooms, Why It’s an Essential Skill
This article originally appeared in Diverse Issues in Higher Education and is reprinted with permission.
As we embark upon a new year, it is important for education leaders to reflect on 2020 in order to assess what we got right, determine what went wrong, and then set a course for a more equitable education for all students in 2021.
The COVID-19 pandemic illuminated the multiple and complex inequalities that exist in our schools. In remote learning environments, students who were already disengaged from school, in some cases, became more detached and harder to reach, particularly the population of historically underserved and marginalized PK-12 students. Undergraduate programs in higher education experienced similar issues, as some students felt more marginalized and isolated due to not being in classrooms. The pandemic has taught us that educator preparation programs must instill in teacher candidates the importance of building relationships. If educators don’t develop healthy and sound relationships based upon mutual trust with their students, then it’s harder to teach—and definitely harder to reach—those students for whom school is not a positive experience.