By applying an auto-ethnographic approach in this volume to share and explore the experiences of prospective teachers as they navigate the preparation and credentialing processes of teacher education, we – as those who have gone before the future educators in this text and those who will come behind them, gain first hand insights from these young women and men about what it means and how to better prepare prospective educators to become a teacher against a backdrop of historical inequities in schooling and prepared for the multi-culturally diverse classrooms of today. Teacher educators, school and community leaders, and others committed to pushing toward more equitable social domains and forms of living and learning hence would do well to take up the opportunity provided in this text to learn from the narratives included in this volume and those of other teacher candidates; indeed, the narratives of teacher candidates herein and elsewhere are, in part, reflections of ourselves as teacher educators and evaluations of our work in teacher education and the professional preparation of those who will carry on our professions after us and for rising generations. What we as teacher educators teach, or think we are teaching, in teacher preparation courses may, or may not, be what prospective teachers are learning about being a teacher and successful teaching and learning for all learners, particularly those students historically underserved.
Each of the prospective educators who share their narratives in this volume are striving to become critical educators capable of promoting equitable educational and social opportunities, outcomes, and experiences for all learners. While their journeys are each distinctive and unique to them personally, the teacher candidates who share their narratives in this volume highlight some of the challenges and opportunities they have encountered in teacher preparation courses to learn about the functioning of social structures that sustain society’s existing hierarchies and develop the skills and knowledge requisite to identify, implement, and assess critical learning strategies aimed at challenging inequities and promoting more inclusive forms of education. Specifically, these future teachers included in this volume are sharing with us, their readers, their attempts at learning to unhook from Whiteness and to disrupt the pernicious and historical school-to-prison pipeline that has long existed in the US between the nation’s prison system and schools serving learners and their families and communities identified as racially not White, economically poor, and otherwise not members of the White, middle-class, primary English speaking, heterosexual, patriarchal mainstream.
Cleveland Hayes, Ph.D., is a Professor of Education Foundations at Indiana University Indianapolis. At Indiana University – Indianapolis, Dr. Hayes teaches science in the elementary school, education foundations and qualitative studies in education. He is also affiliated with Africana studies and teaches various courses.
Kenneth J. Fasching-Varner, Ph.D., is the Shirley B. Barton Endowed Associate Professor at Louisiana State University. Varner’s areas of scholarly expertise and interest center on the intersections of identity in globalized contexts. Varner examines the nature of White Racial Identity (WRI), Critical Race Theory (CRT), and Culturally Relevant Pedagogy.
Hillary Eisworth received her PhD in Curriculum and Instruction from The University of Texas at Austin in 2007. She is currently an instructor of early childhood education at Louisiana State University. Her research interests include teacher preparation and multicultural education.
Kimberly White-Smith, Ed.D., is Professor of Education and Dean at the University of La Verne’s LaFetra College of Education (LFCE). University of Southern California (Ed.D, Learning and Instruction, 2004), Teachers College, Columbia University (M.A., Curriculum and Instruction, 1995) and the University of California at Berkeley (B.A., Psychology, 1994).
Table of contents
Foreword Brenda G. HarrisAn Example of Critical Teaching Enacted in the Classroom of Luis-Genro Garcia Notes on the Authors
What Is Going on in Teacher Education in the United States An Introduction
The Educational Testing Complex
A Tale of Two Schools
Through the Fire: This Book Project
The Importance of This Volume
Reading This Book
Tried and True Geoffrey Jaynes
Bianca: New Footprints on the Well-Trodden Path The Authorsf Response to Bianca
Cecilia: Wisdom Is Earned through Experience
Covington: A Journey through the Hundred Acre Wood The Credential Program: A Journey through the Process
Education and Common Core
Words of Wisdom
Moving through Difficult Situations
The Credential Program and My Ability to Teach
Why I Teach
My Teaching Philosophy: Then and Now
My Experiences: A Learning Curve
My Future Classroom
My Goal as a Teacher: A Conclusion
George: The Last 100 Meters The History Teacher
The Ever-Evolving School
Beginning the Race
Life as a Teacher Candidate
Finishing the Race
Hillary: Teaching Is a Lifestyle
Jasmime: What Teacher Educators Can Learn from Teacher Candidates
Ximaroa: All Things Considered
Miquel: The Great Emancipator of Education
Owen: Is Math that Terrible?
Vijay: Education and the Pursuit of Happiness
Wade: A Teacherfs Last Step Before Game Time 14 Mary: The Bell Rings c The Journey Begins
Kaitlyn: Three Things I Learned During My Student Teaching Experience Student Teaching Is Like Living with a Roommate
Learn to Emulate or Do the Opposite of Your Mentor
The Toughest Experiences Present You with the Greatest Learning Opportunities
What It Is All about
Lauren and Patricia: An Elementary Prison
Jordan and Catherine: Realizations about Classroom Environment Introduction
Through the Fire: A Critical Race Perspective toward Preparing Critical Educators Educational Slavery Today
The Good News
All interested in improving teacher education. The narratives constructed in this volume. The book could be use in any introduction to teaching class, elementary and secondary methods, as well as qualitative research methods.