Transformational learning practices: Embedding Equity Social Studies Methods for Preservice Teachers

Transformational learning practices:Embedding Equity Social Studies Methods for Preservice Teachers Elmer Harris (bio), Rosemarie Allen (bio), and Dorothy Shapland Rodriguez (bio) Introduction In 2020, America experienced another racial awakening. The murder of George Floyd resulted in protests in major US cities and around the world. The protests by nearly 26 million people appeared to lead to widespread changes supporting the need for equity throughout America's institutions. Companies created diversity, equity, and inclusion statements promising to hire and support more African Americans and other people of color. Antiracist/anti-bias workshops were prevalent in businesses and schools, and book clubs were formed to create a better and deeper understanding of race and racism.1 Paradoxically, social change movements are often followed by the reality of organized resistance. Social Challenges after Significant Change Throughout American history, societal backlash has followed significant social change. Post-slavery reconstruction gave way to the terrorization of Black communities and ushered in the Jim Crow era.2 After Brown v Board of Education, more than 38,000 Black educators were removed from schools and classrooms as segregationists maintained control over local school boards and legislative bodies.3 These reflexive responses to change continue and have impacted how and what educators in several states are allowed to teach students. Opposition to critical race theory (CRT) has been used as a rallying cry to eliminate programming that highlights the Black experience.4 Attacks against CRT have pervaded all levels of education, spurring state departments of education, school districts, and state legislatures to ban any mention of race and racism in educational settings.5 Forty-four states have initiated laws and policies that restrict teachers from discussing race and sexism. Of those, eighteen have passed legislation to ban lessons, discussions, and activities on these topics.6 These bans create a huge gap in a teacher's capacity to meet and address the needs of students of color. To avoid termination and other forms of punishment, teachers and administrators rarely push back on these issues.7 Silence among educators on subject-matter bans may inadvertently look to students like an endorsement of these policies. End Page 6 What is the potential impact for aspiring teachers? Ignoring or minimizing historical Black experiences reinforces the concept of white supremacy and hinders students' ability to critically analyze connections between struggles for freedom and current racialized experiences.8 Many preservice teachers will require a significant shift in their perspectives if they hope to become impactful teachers, particularly of Black students. This is a question teacher educators must seriously consider when designing their programs, particularly if they want aspiring teachers to have a positive impact on Black students. Underprepared Teacher Workforce Currently, children of color comprise more than 50 percent of the US student population.9 There is a critical need for teacher education programs to conscientiously prepare the workforce to meet the needs of students who are English Language Learners, children of color, and those who have been historically marginalized.10 As legislative bodies implement laws that conflict with meeting the needs of diverse children, increased numbers of teachers are working with these students with inadequate preparation. Teacher education programs generally offer one course on diversity and inclusion, and many do not offer content on how to implement individualized care or teach those with different needs.11 Transformational Teacher Preparation As teacher educators, we engage with our students in transformational learning practices designed to change their perspectives about teaching students of color. We want our students to become disruptors of the status quo and engage in intentional pedagogy that affirms their students' experiences and identities, especially in instances where it does not occur in program/ district-provided curricula. This perspective of how transformational learning occurs is aligned with the thematic strands of social studies through our intentional course of study detailed in Table 1.12 The following sections detail how we prepare preservice teachers in these ten areas of focus. End Page 7 Click for larger view View full resolution Table 1. National Council for the Social Studies Themes and Focus as Teacher Educators Cultural Bias Preservice teachers are required to face their cultural biases, first by decentering their own culture. They are...