PreParing Socially conSciouS TeacherS

Preparing Socially Conscious Teachers:

A Social Justice-Oriented Teacher Education

Omiunota Nelly Ukpokodu

Introduction really level? Are schooling benefits and and tomorrow’s classrooms (Blair, 2004;
For decades, educators and research- opportunities equally accessible to all? U.S. Department of Education, 2002).
ers have observed practices of educational How well prepared are classroom teach- Classroom teachers are directly linked
inequality in U.S. schools (Kozol, 1991). In a ers for urban students? Numerous reports to the quality and equitable delivery of edu-
multicultural democracy, schooling without document the low quality teaching in cation and student academic achievement
educational equality constitutes injustice. many urban schools (Delpit, 1995; Gay, (Ayers, 1998; Darling-Hammond, 1997a;
Stevens and Wood (1995) perceptively beg 2000; Haberman, 1991; Haycock, 1998). Flores-Gonzalez, 2002; Kozol, 1991; Lad-
the question, “How democratic can a society Haberman (1991) characterizes this real- son-Billings, 2000; Nieto, 2000; Marzano,
be that provides unequal education?” (p. ity as the “pedagogy of poverty.” Recently, 2003; National Commission on Teaching,
312). In a multicultural democracy, educa- President George W. Bush’s No Child Left 1996). Unfortunately, studies indicate that
tion is a major means for achieving a more Behind 2002 legislation recognized the prospective and inservice teachers who are
just and equitable society. poor teaching in urban schools. predominantly White, middle-class, and
Historically, many Americans includ- The purpose of this article is to il- monolingual (Futrell, 2000; Kailin, 1999)
ing teachers have been socialized to believe luminate both the ideological, contextual, lack the knowledge, skills, and dispositions
that America is a land of equal opportunity. and political dynamics that contribute to needed to successfully work with urban stu-
The American creed and achievement ide- the inadequate preparation of teachers dents (Gay, 2000; Haberman, 1991; Smith,
ology purports a social perspective that for urban schools. Specifically, the paper 1998). As Garmon (1996) clearly points:
sees America as open, fair, and full of op- highlights the many ways current teacher
portunities, and education is believed to be education programs ill-prepare teachers for A large white and female teaching force
the great equalizer in matters of opportu- urban schools and concludes with specific may bring negative, unacceptable at-
nity and upward social mobility (Oakes & recommendations for transformation. titudes toward the growing numbers of
Lipton, 2003). Those that succeed or fail, do student of color in their classrooms; these
so because of their hard work and ability Literature Review attitudes coupled with the attendant
or the lack of. The need to prepare quality teachers lower expectations, are major contributing
But is the educational playing field for our nation’s schools continues to receive factors to the widespread academic failure
considerable attention (Cochran-Smith, among minority students. (p.5)
Omiunota Nelly Ukpokodu is a professor 2000). A host of federal, state, local and Also, beginning teachers themselves report
in the Division of Curriculum and Instructional scholarly initiatives and research continue feeling inadequately prepared to teach
to question the viability of traditional diverse students and in multicultural
Leadership of the School of Education teacher education programs to prepare school settings (Futrell, Gomez, & Bedden,
at the University of Missouri-Kansas City. new and experienced teachers for today’s 2003; Valli & Rennert-Ariev, 2000). Among
educators and researchers, teachers’ racial

MULTICULTURAL EDUCATION

attitudes and beliefs about urban and low- “address their own culpability in repro- contributes to their ill-preparation for ur-
income students, are the most compelling ducing teachers who cannot and will not ban teaching as they miss the opportunity
reasons to prepare teachers for diversity effectively teach diverse learners” (p.96). to gain self-knowledge, community knowl-
(Buttery, Haberman, & Houston, 1990). Vavrus (2002) criticizes teacher education edge, and skills for empathetic connection
Imperatively, researchers as well as pro- for socializing preservice teachers into sta- and sensitivity.
fessional organizations have called for tus quo social climates of K-12 schools, as As a case in point, I teach at a univer-
educating teachers to cultivate the habits faculty “avoid interrogation and critique” sity located in an urban community that
and minds of transformative intellectual- of the political nature of schooling. shares its boundary with a large urban
ism and change agents (Giroux, 1988). Research shows that although accredit- school district. Over 95% of the teacher
For example, both the National ing agencies stipulate diversity standards, candidates come from the affluent sub-
Council for the Accreditation of Teacher only a few institutions are in full compli- urban communities, who plan to return
Education (NCATE) and the Interstate ance (Gollnick, 1995), that most programs to teach in those communities. In most
New Teacher Assessment Consortium remain monocultural, largely dominated by cases, these candidates self-select and are
(INTASC), have diversity standards that traditional thought with token expressions allowed to engage in field experiences and
specifically require teacher education of diversity as well as the power structure student-teach in suburban schools.
programs to prepare their candidates for unchanged (Pang, Anderson, & Martuza, The argument is that these candidates
diversity and educational equity. Although 1998). Pang, Anderson, and Martuza (1998) will teach in suburban schools, not urban
these diversity standards exist studies eloquently articulate this concern: schools. The fallacy in this argument is
continue to reveal that teachers are inad- that most White teachers end up taking
equately prepared for working with urban Although professors of color may be recruited positions in urban school communities.
students (Cochcran-Smith, 2000; Futrell, or new books with cultural content added to They do so by default due to the limited
Gomez, & Bedden, 2003). This is a sig- the bookstore shelves, the power structure positions in suburban school communities.
nificant matter, as studies indicate today remains solidly in place; this structure is These teachers often go into urban school
that the “missing element” [in k-12 school based on the legitimacy of the Western settings without developing critical knowl-
reform] are teachers (Steiner, 2003). construction of knowledge,value orientation, edge, skills and dispositions needed to work
In the following I discuss the various and historical tradition. (p. 55) with urban students and families and so
forms in which teacher education prepare struggle unsuccessfully to reach them.
teachers who cannot successfully teach 2. Lack of Faculty Commitment
urban students. These include ideological to Multicultural Education 3.The Dominance of Behaviorist Thinking in
underpinnings, lack of commitment to cul- Studies that have examined the com- Teacher Socialization
tural pluralism, and programmatic issues. mitment of teacher education faculty to Traditionally, teacher education has
cultural diversity indicate that many reject been, and in most cases still is, guided by
How Teacher Education Ill-Prepares it and criticize it for being politically mo- the thinking of behaviorism (Garrison,
Teachers for Urban Schools tivated, lacking credence in the academe 1988). According to critics of behaviorism,
(Kincheloe, 1993) and viewing it as a mi- the teacher is merely a rule follower, a
1. Pervasive Assimilationist Ideology nority issue (Garcia & Pugh, 1992). This guidebook reader of mandated curriculum
That Frames Teacher Education is not to say that diversity is not talked with standardized materials that deter-
Although teacher educators recognize about or articulated in the programs. Due mine class activities (Bowers & Flinders,
the achievement gap reality and agree that to accreditation requirements teacher edu- 1990; Britzman, 1991) who is discouraged
preservice and inservice teachers need to be cators talk of diversity and even reflect it from interpretative acts (Bullough and Git-
well prepared, they continue to implement in their program’s conceptual framework lin, 1991). In particular, Kincheloe (1993)
conservative ideologies and programs that but fall short in implementation. At best, explains that the goal of behaviorism is
are Eurocentric and monocultural. Mul- they hold a human relations’ and moralis- to prepare teachers to develop technical
ticultural scholars have been most vocal tic perspective on cultural diversity rather competence and to conform to the existing
about the existing ideologies and pedago- than an anti-racist perspective. school structure.
gies that inadequately prepare teachers for In addition, research indicates that a A teacher education program based
diversity (Greene, 1998; Ladson-Billings, vast majority of teacher educators have not on behaviorist paradigm socializes teacher
2000; Nieto, 2000). These scholars have been disciplined in multicultural education candidates to a culture of conformity,
criticized policies and practices of assimila- and so lack a commitment to it (Grant and “banking education,” and competitiveness
tion that maintain the status quo. Koskela, 1986; Grant and Miller, 1993) and as they are passive learners, compete for
For example, Nieto (2000) writes about limited in engaging preservice teachers in grades, praise, and instructional resources
the “sluggish pace” (p. 181) with which the analysis of the sociopolitical contexts of (Kincheloe, 1993) and so fail to learn the
teacher education programs approach schooling and systemic educational inequi- habits and minds of inquiry, collectivism
diversity, in spite of the rapidly changing ties (Cochran-Smith, 2000; Kailin, 1999; (Goodlad, 1990) and community practice
demographics of the student populations Nieto, 2000). As a result most teachers (Wenger, 1998). Given this socialization,
in the public schools. Ladson-Billings continue to view the academic problems do we wonder why teacher candidates
(2000) adds that many teacher education of diverse, urban and low-income students transition into their own classrooms per-
programs continue to prepare teachers as as situated primarily in pathologically petuating the same “banking education,”
if they will be teaching in homogenous, deficient families, and so rarely consider individualism, and competitiveness!
white, middle-class school communities deficiencies within the school and espe- Additionally, guided by behaviorist
(p.97) or, in Nieto’s (2000) words, “class- cially in their own practices. thinking, teacher educators often view pro-
rooms of half a century ago” (p. 181). Additionally, studies suggest that the spective teachers as “babies” whose hands
Ladson-Billings (2000) specifically indicts reluctance of teacher education to provide need to be held. As babies, they are per-
teacher educators for their reluctance to adequate field experiences for prospective
teachers in multicultural school settings

FALL 2007

ceived as empty vessels, “shapeless blobs the faculty composition is the norm. For the 6. Ill-Conceived Alternative
of clay waiting to be molded into teachers” past fifteen years I have taught at two uni- Certification Programs
(Kincheloe, 1993, p.11). Consequently, they versities, one located in a rural community In the last few years, with the dire
are viewed as incapable of grappling with and the other in a large urban community. need to recruit teachers into urban school
critical issues of diversity or transforma- In both institutions, I have found myself districts, alternative certification programs
tive learning. the only minority in my departments. have become a common phenomenon.
Personally, I have encountered col- Conventionally, faculty of color are Across the nation, various teacher corps
leagues within and outside my institution often assigned to teach diversity courses. initiatives such as Teach for America
who hold fatalistic beliefs about preparing The faculty often experience student re- (TFA), Urban Teacher’s Corp, Yearlong
teachers for transformative intellectualism sistance, frustration, and hostility from Internships, Associate Teachers’ Programs,
and change agency. They often argue that White prospective and in-service teachers Paraprofessional Evolving into Teachers
because of the student challenge and the especially if they approach their courses (PET), Teaching Fellows Programs (TFP)
“toxic” culture in urban schools it is un- from a critical stance that brings critical have been launched.
realistic to expect teachers to function as diversity issues to the forefront (Ahlquist, A common experience with these pro-
change agents; that if we can get teachers 1991; Ladson-billings, 2000; Ukpokodu, grams has been nothing but disappointment.
to learn how to teach their grade-level cur- 2002). Often, faculty of color are viewed Many of these programs have been found
riculum, maintain classroom discipline and stereotypically, both by their colleagues to be shallow and designed for failure. For
get along with students and their families, and students, as incompetent, inferior, example, one program, PET is aimed at re-
that is the best we can hope for. and ineffective in their teaching (Ladson- cruiting candidates of color, predominantly
I have been cautioned about my ideas Billings, 2000) and so receive unfavorable African Americans, Latino Americans, and
of transformative intellectualism and re- teaching evaluations. Asian Americans into teacher education.
minded that my preservice teachers are Further, it is documented that faculty The candidates are mostly non-traditional,
young and not ready for the kind of higher of color are often perceived as affirmative older adults without college degrees who
order intellectualism and change agency hires, experience feelings of isolation, work in urban schools as paraprofessionals.
I advocate for our program. In fact, once marginalization, unwelcomeness, unap- The gap in their education has been a big
a colleague noted in my peer teaching preciation, unwantedness, disrespect and factor in their ability to pass the qualifying
evaluation that I needed to approach my lack of support from the administration standardized tests—C-Base and Praxis.
teaching with preservice teachers from and colleagues (Bourguignon et al., 1987). Primarily, the students have lacked
a more didactic rather than the critical Because they are often erroneously per- the support and preparation needed to
inquiry stance she observed. What a con- ceived to be intellectually inferior, they feel perform well on courses and required
tradiction! pressured to prove that they deserve their tests. Participants have reported failure
As teacher educators we impress positions (Reyes and Halcon, 1991). of education programs to adequately pre-
upon teacher candidates the importance The stress associated with these condi- pare them to work with urban and diverse
of high expectation and yet we have low tions and unwelcomeness can be harrow- students (Darling-Hammond, Hudson, &
expectation of them. Although many ing, overwhelming, and sometimes lead to Kirby, 1989). The courses that are part of
teacher education programs often cre- their early exit from the institutions and these programs remain very traditional,
ate conceptual frameworks premised on the professoriate altogether thus limiting monocultural and with token diversity at
“teachers as reflective practitioner and opportunities for preservice teachers as best. Although some of these courses may
inquirer,” “empowering professionals” and well as White faculty to develop broadened have diversity titles, in reality, they are
social justice educators,” in reality, they and diverse perspectives. nothing but hit-and-run workshops on
are geared toward technical competence cultural diversity that span a few days.
and passivity. Prospective and classroom 5. FailureTo Open the Gates ofTeacher Edu- Program designers often believe that
teachers often lack the opportunity to learn cation to Diverse Teacher Candidates knowledge of the cultures and lived experi-
to interrogate the meaning of practitioner Even though research suggests that ences of urban students, their families, and
thinking. In fact, Kincheloe laments that, most white teacher candidates have nega- communities are inconsequential except to
“as long as teacher educators believe that tive dispositions toward diversity, and that know that minority students do not look the
novice teachers’ survival is the cardinal they lack the inclination to teach diverse teacher in the eye.Teaching fellows are often
goal of professional education, little sub- students (Garmon, 1996; Haberman, 1991; thrown into urban classrooms without op-
stantive change will occur” (1993, p.4). Smith, 1998), they continue to be admitted portunities to develop reflective knowledge
while potential prospective teachers of base on cultural diversity. Overwhelmingly,
4. Failure To Recruit and Retain color who may be more inclined and dedi- in formal and informal surveys, Teaching
Diverse Faculty cated to working with culturally and lin- Fellows across programs have reported dis-
Research reports that teacher educa- guistically diverse students are screened satisfaction with their preparation (Roth,
tors are predominantly White (Ducharme out (Ladson-Billings, 2000; Fields, 1988). 1993; Texas Education Agency, 1993).
& Agne, 1989; Fuller, 1992). Although col- The use of idiosyncratic, discrimina- Darling-Hammond (1994), in criticizing the
leges and schools of education administra- tory admission requirements that focus widely popularized TFA, explains:
tors talk about faculty diversification, the on student test scores, grade point average
faculty remains homogenously White. Ac- (GPA), and standardized test scores such It is clear from the evidence that TFA is bad
cording to the RATE study, less than 20% as C-BASE, Pre-Professional Skills Test policy and bad education. It is bad for the
of minorities constitute the professoriate (PPST), and Praxis often slams the door recruits because they are ill-prepared.They
with: 2.9% as full professors, 6.4% are at shut for prospective teacher candidates of are denied the knowledge and skills they
the associate level, and 9.9% at the assis- color (Darling-Hammond, Wise and Klein, need, and many who might have become
tant level (Zimpher, 1989, p.9). In many 1995; The National Commission on Testing good teachers are instead discouraged
teacher education programs tokenism in and Public Policy, 1990). from staying in the profession. It is bad for
the schools in which they teach; because

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10

the recruits often create staffing disrup- frameworks to reflect a social justice and make political decisions on a daily basis. On
tions and drains on school resources….it sociopolitical perspective. this, Giroux (1988) persuasively argues that
is bad for the children because they are Teacher candidates need to develop the when educators select a particular textbook,
often poorly taught. With their teachers understanding that every act of teaching a unit of study, or provide specific knowl-
floundering, they are denied opportunity is a political act (Cochran-Smith, Freire, edge, they are exercising political choices
to fully develop the skills they need. They 1970; Greene, 1998; Kriesburg, 1992), that and decisions. A teacher educator who
often lack continuity in instruction and are their role as teachers within a democracy is avoids integrating issues of diversity, equity
frequently exposed to counterproductive to ensure equitable delivery of education to and social justice into his/her discipline, has
teaching techniques that can destroy their each child, be socially responsible by chal- made a conscious judgment about the value
inherently desire to learn. (p. 33) lenging the status quo and unjust educa- of equity, justice, power, and culture.
The above factors are critical concerns tional practices. Foucault (1980) enlightens As Shor (1992) points out, a curricu-
and challenges that teacher education pro- us about the political context of educa- lum that does not challenge the standard
grams must rethink and address if they are tion—the tacit rules that define what can syllabus and conditions in society informs
to prepare competent teachers for urban and cannot be said, who speaks and who students that knowledge and the world are
schools. This is not to say that all teacher must listen, whose constructions of reality fixed and are fine the way they are, with no
education programs are deficient. Across are valid and scientific, whose knowledge role for them to play in transforming them
the nation some teacher education programs is legitimate, whose voice is heard and and no need for change (p.12). Similarly,
have embarked on bold reform efforts. not viewed as problematic. When teachers Palmer (1998) points out that without a
For example, teacher education pro- understand the sociopolitical context of curriculum that offers critical awareness,
grams at the University of California, schooling, they are more likely to deepen prospective and classroom teachers will not
Los Angeles, University of Massachusetts their commitment to students and broaden be able to find the “absolute truth” they need
at Amherst, and few others are known their role to include advocacy and change to empower themselves to make personal
for their exemplary social justice-based agency. Palmer (2002) explains this point changes in their pedagogical practices that
programs. My institution, the University most passionately: ensure equity and social justice.
of Missouri-Kansas City, has also restruc- Third, the behaviorist thinking and
tured both its undergraduate and graduate One of the major challenges in educa- tradition must become obsolete. Given
programs with transformative, culturally tional reform is for teachers—who see the complexity of schools today and the
responsive, and social justice pedagogy. themselves as working in service to the achievement dilemma, teacher educators
However, many others are yet to do so. young—to see themselves as leaders in cannot be complacent with preparing
The commitment to quality preparation service to our schools and our society. By teachers who are passive. Critical peda-
of teachers for all classrooms and for embracing a larger leadership role, teach- gogues argue that education is an integral
every child should permeate all teacher ers would not dilute but deepen their com- part of a society’s ethical, social and cultur-
education programs regardless of size and mitment to children and youth. If more al enterprise, and consequently, teachers
geographic location. How might teacher and more educational leaders were to rise must be ethically and legally responsible
education programs rethink and reform from the ranks of teachers—transforming to help students engage in a struggle for a
their programs in order to prepare socially both our schools and the way our society more just and humane world (Freire, 1970;
conscious, transformative intellectuals for supports them—the ultimate beneficiaries Giroux, 1988; Shor, 1992).
urban students? would be our young people, the most pre-
cious asset any society has (p. xxiv) 2. Teacher Educators’ Self-Transformation
Transforming Teacher Education Preparing teacher candidates with a so- and Commitment to Social Justice Stance
Transforming teacher education must cio-political orientation will: (1) raise and Given that teacher educators or oth-
include program reconceptualization, heighten their awareness of educational and ers involved in the preparation of teach-
teacher educators’ self-transformation social inequities and how they are embedded ers have been noted to lack multicultural
and commitment to social justice, offer- in the systems especially their practices; (2) knowledge and commitment to multicul-
ing courses on social justice, integrating learn to teach with hope and integrity; (3) tural education, transforming programs
social justice across the program and ag- learn to rise above bureaucratic red tapes must include comprehensive professional
gressive efforts to diversity faculty and to examine their students’ educational prob- development on multicultural education,
teacher candidates. These are discussed lems and why they exist in the first place inclusive teaching, social justice educa-
as follows. (Nieto, 2000); and (4) learn to resist becoming tion and self-transformation. Since most
contributors to the educational inequities teacher educators are White and have been
1. Program Reconceptualization and to work to end the cycles of oppression shaped by ideologies of color/culture blind-
Given that social justice education is a and inequitable systems. ness, it is critical that they learn to decon-
perspective that involves looking critically To achieve these, first, teacher educa- struct who they are as socio-cultural/racial
at why and how schools are unjust for some tion programs will need to examine and beings and how their socio-cultural/racial
students through analyzing school prac- challenge existing ideological underpin- worldview and positionalities might influ-
tices and policies, the curriculum, instruc- nings and frameworks, place culture, ence their thinking, perception, knowledge
tional materials and strategies, tracking racism front and center (Cochran-Smith, base, relationship, and practice.
practices (Nieto, 2000), a reconceptualized 2003). Second, teacher educators them- By the very fact that teacher educa-
teacher education would be one that is selves must reorient their own thinking tors, like other individuals, live in a rac-
transformative in structure, curriculum, to embrace the sociopolitical context of ist society (McIntosh, 1989), they harbor,
pedagogy, and in the consciousness of its education, and to explicitly assist their whether consciously or unconsciously,
faculty. Thus a receonceptualized teacher candidates in developing the skills and racialized dispositions that affect their
education must begin with rethinking empowerment for resisting and challeng- curricular and instructional decisions,
programs’ missions, goals and conceptual ing structural inequalities. especially their complicity with the sta-
Whether we know it or not, teacher
educators as well as public school teachers,

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11

tus quo. As Castenell and Pinar (1993) 3. Create and Offer Courses 4. Integrate Issues of Social Justice
eloquently argue: on Teaching for Social Justice across the Curriculum
Nieto (2000) as well as others believe
All Americans are racialized beings; Most teacher education programs often that if all students are to have equitable
knowledge of who we have been, who we assume that one course on multicultural opportunities for academic and personal
are, and who we will become is a story or education adequately prepares teachers success, teacher education programs must
text we construct. In this sense curricu- for teaching as a political activity. As Nieto weave a social justice perspective through-
lum—our construction and reconstruction (2000) points out, most diversity courses out the program, and “promote teaching
of this knowledge for dissemination to the are not linked to the issues of social jus- as a lifelong journey of transformation”
young—is a racial text. (p. 8) tice and most approaches to multicultural (p.183). Although I have suggested above
Consequently, Nieto (2002) urges that education avoid asking difficult questions offering specific courses on teaching for
we must become multicultural persons related to access, equity, and social justice. equity and social justice this should not
before we can become multicultural edu- Most cultural diversity courses promote absolve other teacher educators from in-
cators, that “without this transformation awareness of diversity. This is not enough tegrating concepts of social justice as they
of ourselves, any attempts at developing a if we desire to prepare teachers who are relate to access, equity and justice in other
multicultural [social justice] perspective socially conscious. courses, especially methods courses.
will be shallow and superficial” (p.338). While some researchers have sug- Methods courses are the ideal places
Cochran-Smith (1995) writes about the gested an infusion strategy whereby issues for integrating such issues into the curricu-
need for teacher educators, especially of social justice are addressed throughout lum. As prospective teachers learn about
those of European background, to engage the curriculum (Zeichner & Hoeft, 1996), curriculum development and unit/lesson
in “unlearning” racism by: although appealing, its implementation construction, and pedagogical strategies,
Interrogating the racist assumptions that often results in superficial treatment of they should discuss issues of inclusion/ex-
are deeply embedded in the courses and critical and complex issues. Specific cours- clusion, power relations, access to higher
curricula that we teach, our often unknow- es on teaching for social justice will provide order knowledge, instructional accom-
ing complicity in maintaining existing opportunities for preservice teachers to modation, culturally responsive practice,
systems of privilege and oppression, and engage in in-depth exploration of issues and equity in communication and interaction
grappling with our own failures to produce practices of equity/inequity, responsive and with students, tracking/detracking, and
the kinds of changes we advocate. (p. 157) equitable curricular and pedagogical prac- democratic classroom community, etc.
To unlearn racism, researchers sug- tices—tracking, labeling, stereotyping, low
gest that teacher educators read, reread expectation, colorblindness and discrimina- 5. Diversify Faculty
and analyze (1) teacher education as tory policies. Such courses will also focus on and Student Population
“racial text” (Castenell & Pinar, 1993); helping presevice teachers develop habits A reconceptualized teacher education
(2) approach teaching as text—stepping of critical reflection and questioning about will recognize the importance and value
outside to search for perspective on the access, equity, and social justice. of faculty/student diversity and so will
events inside; and (3) scrutinize texts and A one-time, single, survey course on strive to create a balance in the faculty/
subtexts in teacher education (Cochran- diversity does not allow for an in-depth student composition. Bold efforts must
Smith, 1995). exploration of issues of diversity, equity be embarked upon to recruit as well as
Particularly, Castenell & Pinar imply and social justice. My suggestion is for retain faculty/students of color who are
that teacher educators analyze the cur- teacher education to consider a sequence currently underrepresented in teacher
riculum and pedagogy to discern what mes- of courses on diversity and social justice—a education programs. Diversifying the fac-
sages or stories about race or racism are three-credit hour course on cultural diver- ulty as well student populations provides
presented, what assumptions are made, sity followed by another three-credit hour for knowledge sharing, communication,
what perspectives and points of view are course on teaching for equity and social border-crossing, and community building
implicit, and what is valued or devalued. justice.This sequence of diversity and social (Moody, 2004).
Further, they point out that curriculum is justice courses, if taught by knowledgeable For mainstream faculty and students,
not only a racial text, but is also a text that and committed educators, will go a long way diversity allows them to expand their
is political, aesthetic and gendered. to ensure that prospective and classroom worldview, to hear different perspectives
One common professional develop- teachers leave teacher education programs about social history and lived experiences.
ment practice for empowering faculty for with adequate knowledge, skills, and dispo- Today, there exist a growing number of
self-transformation is through book club sitions for transformative practice. people of color with doctorates in education
collaboration where faculty members read I recently developed and taught a and many more in doctoral programs. What
and discuss critical books on diversity course on teaching for equity and social is needed is the commitment to diversify.
and develop action plans. Personally, I justice to k-12 teachers. Teachers and pro- For example, faculty searches must
have participated in such effort as our spective teachers who enrolled in the course be broadened. This includes composing ra-
department embarked on a journey toward were shocked at what they did not know cially diverse search committees, coaching
transformation. Among others, we read: about education, schooling, and teaching, search committee members and reminding
Beyond the big house: African American especially its sociopolitical context even them about typical violations of equal op-
educators on teacher education by Gloria when they had previously taken a diversity portunity hiring practices, designating a
Ladson-Billings (2005), Young, gifted and course. For most of the teachers it was the diversity and equity monitor, and advertis-
black by Theresa Perry, Claude Steele and first time they were learning about real is- ing in both traditional (Chronicle of Higher
Asa Hilliard, III, and Understanding the sues of equity and social justice, especially Education) and nontraditional channels
framework of poverty by Ruby Payne. My how they, as teachers, might be contribut- such as Black Issues in Higher Education,
colleagues and I have found the book dis- ing or exacerbating educational and social The Hispanic Outlook in Higher Education,
cussions empowering and transforming. inequities, and more importantly, learning
about their roles as change agents.

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12

Tribal College Journal of American Indian allow faculty to appreciate the value and Conclusion
Higher Education, and multicultural orga- need for collective teacher action in the This article has explored the limita-
nizations. struggle for educational change, especially tion of the current traditional teacher
In addition, upon successful recruit- as they engage in thoughtful discussions education in preparing highly competent
ment, administrators and colleagues about how they are meeting the needs of and socially conscious teachers needed for
should be prepared to provide support for public schools and preparing teachers for today’s urban school communities. Spe-
the new faculty. The new faculty should be successful teaching in p-12 schools. Dia- cifically, it explored traditional practices
provided experienced and multiculturally logues on critical issues, sociocultural and in teacher education and how they might
competent faculty for mentorship, espe- political contexts of education and school- contribute to the inadequate preparation
cially in the areas of the tenure process, ing, color/gender blindness, urban educa- of teachers for urban schools.
developing syllabi and navigating student tion, and team-teaching allow faculty to It argues that unless teachers are pre-
resistance. Teacher educators must recog- gain critical perspectives about each other pared to develop a sense of consciousness of
nize that isolationism can be debilitating and their work, and in the process learn to schooling as a sociopolitical context and a
for a new faculty of color. Such faculty build connection and interdependency. sense of social responsibility, the academic
should be encouraged and supported to Such collaboration will model for pro- failure of urban students and the achieve-
network within and outside their institu- spective and classroom teachers how to ment gap will remain problematic and will
tions. function as a community of practice. Too continue to prepare teachers who will and
Similarly, recruitment and retention often, most k-12 teachers are strangers cannot successfully teach in urban schools.
of prospective teachers of color should be a to each other within their own building. It further argues that when teachers are
priority in the teacher education program. They function in isolation. They lack the prepared with a social justice perspective,
To recruit prospective teachers of color, empowerment and desire to work to- they will be more able “to cultivate firmly
programs like Paraprofessional Evolving gether cooperatively and collaboratively established core beliefs and practices
into Teaching (PET) and Future Teachers’ to dialogue and solve critical, social and needed to act as change agents in their
Clubs are great possibilities for explo- academic issues. classrooms (Renzaglia, et. al., 1997, p. 361),
ration. Revamping current alternative This sense of disempowerment is develop the knowledge, skills, and disposi-
teacher certification programs is another learned in teacher preparation program as tions to engage in culturally responsive
possibility. they are seldom provided opportunities to and responsible pedagogy.
However, such programs should be dialogue and engage in collective activism. The promise of ending educational
carefully planned, must be innovative Preparing teachers for today’s classrooms inequity and the achievement gap rests
and different from current traditional and for diversity, equity and justice is upon teacher educators who are commit-
programs and focused on culturally re- complex and challenging. ted to diversity, equity and social justice.
sponsive practice. It is important that Working together and in collaboration Our responsibility, as teacher educators,
a balanced committee, which includes will increase the impact teacher educators is not only to our teacher candidates; it
faculty of color, be a part of this revamp- can make to effect needed changes as well is also to the defenseless children in the
ing process. Incentive programs such as as reduce the complexity and difficulties public schools who indirectly benefit or are
scholarships and mentorship should be associated with transformation. Strate- harmed and disadvantaged by our work
provided to ensure the success of partici- gies such as book conversations, sustained with prospective and classroom teachers.
pating teacher candidates. brown bags, team teaching, and other joint By inadequately preparing prospec-
projects will foster a collaborative commu- tive and classroom teachers, we deny P-12
6. Create and Foster a Collaborative nity of practice. Nieto (2000) suggests that students their rights to a high quality and
Community of Practice practitioners should learn to become, and equitable education. As Kivel (1996) noted,
Wenger (1998) defines communities function as, critical colleagues, who debate, until educators have enough integrity to
of practice as a “social context of our critique, and challenge one another to go acknowledge their role in these injustices,
lived experiences of participation in the beyond their current ideas and practices. they will continue to stand in the way of
world” (p.3). A collaborative community of David Imig, former president of the progress toward full equality.
practice is based on members recognizing American Association of Colleges for Teach-
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