TUESDAY, JUNE 25 Session Block #2 2:30-3:15 p.m.
WHITE RACIAL PROFILING: AN ANALYSIS OF WHITE PRESERVICE TEACHERS’ PREPARATION TO DISRUPT Dr. Aaron Baker This presentation underscores the crisis in P-12 education due to persistent racial disparities and systemic racism within and throughout schooling. It posits that teacher preparation programs can address these issues by preparing preservice teachers to combat racism. However, such preparation requires that teacher educators understand and respond to the complexities of preservice teachers’ White racial identities. Utilizing educational sociology and psychology theories, this presentation quantitatively examines the racial identity development of (n=355) White preservice teachers (from 12 predominantly white teacher preparation programs in the Midwest) and their readiness to understand and challenge racism. Quantitative profile analysis reveals that by graduation preservice teachers often develop complex racial identities marked by color-blindness, a surface-level comprehension of race and racism, and a lack of critical self-awareness related to race. This suggests that to effectively equip preservice teachers to disrupt racism, educators must help preservice teachers regularly critically examine whiteness with a deliberate focus on committing to the pursuit of justice. BIOSEMIOTICS: GATEWAY TO CRITICAL REALISM AND INDIGENOUS METHODOLOGIES Dr. John Colletta Come learn about Biosemiotics and how that field may apply to the qualitative research approaches known as Critical Realism (Roy Bhaskar) and Indigenous Methodologies (Margaret Kovach). Biosemiotics is a field of study that uses science to help us understand the humanities and uses the humanities to help us understand the sciences— and in so doing, biosemiotics helps break down the science/humanities, nature/ culture, human/animal, and mind/body binaries, which aren’t sustainable! Biosemiotics is a discipline in which the object of study is the meaning making, sign sharing, and communication systems of “non-human persons,” of what is traditionally called the pre- linguistic world, or “nature”—think of, for example, the Wood Wide Web (David Read and Suzanne Simard) of the mycorrhizae. As such, biosemiotics is, in many ways, much like indigenous science (see Dr. Jessica Hernandez) and so can help us better understand just what is at risk, just what we must preserve and sustain, and therefore how we might best help to bring about a more just and sustainable future. Again, of greatest practical interest for dissertators, biosemiotics aligns very nicely with the qualitative research approaches known as Critical Realism and Indigenous Methodologies. There will be lots of handouts and discussion!
ED.D. IN EDUCATIONAL SUSTAINABILITY
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