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Spencer, Tamara; Fitzgerald, Monica – AILACTE Journal, 2021
This paper offers a case study of how Saint Mary's College of California developed an undergraduate teacher education pathway that focuses on equity and social justice. Responding to the needs of students and families in California, Saint Mary's sought to cultivate an anti-racist pedagogy and cultural humility for future teachers. To do so…
Descriptors: Social Justice, Community Involvement, Leadership, Undergraduate Students
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Elliott, Niki – AILACTE Journal, 2021
Many professional development sessions focused on antiracism have become spaces of defensiveness and opposition to the methods and language used to engage participants, particularly those of the dominant culture. School administrators have reported that many staff either refuse to attend, avoid participation in the space, or even walk out of…
Descriptors: Metacognition, Human Body, Faculty Development, Social Justice
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Raygoza, Mary Candace; Norris, Aaminah; León, Raina – AILACTE Journal, 2021
This counternarrative is an homage to the work of abolition in teacher education and a call to humanizing liberatory praxis as collective healing from racism and anti-Black hate. We, three critical teacher educators, interrogate our positionalities and the experiences within and beyond schooling that have shaped us. We recognize that our…
Descriptors: Racial Bias, Multicultural Education, Teacher Education Programs, Humanization
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Walcott, John R. – AILACTE Journal, 2019
The current narrative surrounding urban education, while incomplete, often focuses on concerns related to student achievement, failing schools, and teacher quality. This article targets teacher preparation as one response to these challenges and investigates the extent to which liberal arts colleges and universities are involved in this work. The…
Descriptors: Urban Education, Urban Teaching, Preservice Teacher Education, Liberal Arts
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Dinkins, Elizabeth; Thomas, Kevin – AILACTE Journal, 2016
This qualitative study examined the perspectives and experiences of ten African American students at a predominantly White institution to understand why students persisted or discontinued in the teacher preparation program. Findings indicate three predominant factors influence Black candidates' decision to complete or leave the program: the role…
Descriptors: African American Students, African American Teachers, Whites, Racial Differences
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Antilla-Garza, Julie – AILACTE Journal, 2015
Teacher Education Departments at most liberal arts colleges serve as professional certification programs as much as departments with academic majors. We train our students to work in P-12 education in an era of inclusion and require them to support their students with disabilities in preparation for college and career. The federal government…
Descriptors: Disabilities, Teacher Education Programs, Preservice Teachers, Social Justice
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Lederhouse, Jillian N. – AILACTE Journal, 2014
To satisfy the ongoing demands of external communities, education faculty at liberal arts colleges often make curricular and instructional compromises within their programs which can adversely affect the developmental goals of liberal education. This article highlights several of the complex tensions faculty members face in offering their…
Descriptors: Teacher Education Programs, Liberal Arts, Models, Role of Education
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Gay, Richard – AILACTE Journal, 2011
For the past sixteen years, the Five Dimensions of Multicultural Education, as proposed by James A. Banks (1995), have been accepted in many circles as the primary conceptual framework used in teaching multicultural education courses: content integration, the knowledge construction process, prejudice reduction, an equity pedagogy and an empowering…
Descriptors: Critical Theory, Education Courses, Multicultural Education, Course Content
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Blackwell, Susan; Smiley, Azure Dee – AILACTE Journal, 2010
Religious, moral and/or ethical beliefs often drive the mission of independent colleges, and independent colleges educate students from racial and ethnic minorities almost the same as at four-year state institutions. The proportion of low- and middle-income students at private colleges and universities is almost the same as at four-year state…
Descriptors: Teacher Education, Private Colleges, Teacher Educators, Equal Education
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Wheeler, Tiffany R.; Trail, Amelia El-Hindi – AILACTE Journal, 2010
Today's teachers must be equipped to reach all children and embrace a pedagogy of equity. Toward that end, teacher preparation programs need to foster a transformationist pedagogy which allows students to develop into culturally responsive teachers. This paper describes three components of a teacher preparation program that embraces teaching for…
Descriptors: Preservice Teacher Education, Social Justice, Teacher Education Programs, Cultural Pluralism
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Keller, Deborah Biss; Osgood, Robert L. – AILACTE Journal, 2010
This paper examines the potential for and challenges of using a critical approach to service-learning, based on Freire's notions of praxis and dialogue, as part of an introductory education course. Although any service-learning project runs the risk of falling prey to the more traditional approach, which involves a pedagogy designed to enhance…
Descriptors: Preservice Teachers, Education Courses, Homeless People, Disadvantaged Youth
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Pitre, Charisse Cowan; Curtis, Adrienne; Golash, Ian; Kuzmanich, Kristin; Wenzl, Gretchen – AILACTE Journal, 2008
This paper presents findings of an induction year study of teachers trained in a graduate level social justice teacher education program. At the conclusion of the one-year intensive teacher preparation program, students participated in self-directed group study projects in which they identified and researched critical questions and issues related…
Descriptors: Social Justice, Program Effectiveness, Beginning Teacher Induction, Self Directed Groups
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Ference, Ruth – AILACTE Journal, 2006
Cross-cultural experiences in teacher education are an important part of multicultural education because they allow preservice teachers to examine their world view and develop culturally sensitive dispositions critical for teaching in our diverse society. Research has shown that effective cross-cultural experiences can lead to personal…
Descriptors: Social Justice, Preservice Teacher Education, Preservice Teachers, Multicultural Education