Browsing by Author "Hinman, Tierney B."
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Item Collaboratively Cultivating Critical Racial Literacy Practices for Teacher Education(Equity Press, 2023) Stevens, Elizabeth Y.; White, Kristen L.; Dussling, Tess M.; Wilson, Nance S.; Tondreau, Amy; Gardiner, Wendy; Hinman, Tierney B.; Degener, SophieEngaged in the fifth year of an ongoing self-study community of practice (SSCoP), we recognize schools and curriculum as contexts that produce and maintain racism. As a group of eight white, female teacher educators from different institutions across the United States, we share a common goal of dismantling the structures that operationalize anti-blackness and anti-Black racism by foregrounding racial literacy in teacher education. In this multi-site case study, we used 'critical racial literacy' as an analytic framework and the 'Archeology of Self' as an action-oriented process to examine critical incidents from our monthly discussions of shared readings and journals. We found we needed critical love and humility to reflect and interrupt racism. We noticed we did not engage in exploration of our own beliefs and biases, instead we explored incidents of institutional and systemic racism. We recognize we need to examine ourselves in these contexts and systems. In sharing this study, we seek to call others into mobilizing critical racial literacy and the Archeology of Self, perhaps through SSCoPs, to interrogate and (re)imagine teacher education to work towards antiracism. In doing so, we advocate a global and united movement for more equitable education systems.Item Committing to Anti-Bias Anti-Racist Teaching: From Activity to Habits of Mind(Syracuse University, 2023-02-03) Hinman, Tierney B.; Stevens , Elizabeth Y.; Dussling, Tess M.; Wilson, Nance S.; Tondreau, Amy; Gardiner, Wendy; White, Kristen; Degener, SophieWith the need to prepare teacher candidates to work with an increasingly diverse student body in U.S. schools, a multi-institutional collaborative self-study group was formed to examine ways in which teacher educators could expand beyond practice-based literacy preparation to support candidates’ understanding and implementation of critical pedagogies. The self-study served as a catalyst for interrogating the identities the teacher educators brought to their practice and began a journey that transformed a focus on critical literacies into a commitment to action for change through anti-bias anti-racist work. This paper draws from group dialogue and reflective journals to examine specific practices implemented with teacher candidates to transform their practice by considering critical literacies, asset- and deficit-based language, and the identity work of teachers and students. Insights of the self-study suggest that attention to critical pedagogies must go beyond instructional activity to consider the habits of mind essential for cultivation to support a commitment to action for anti-bias anti-racist education. The paper concludes by examining these core habits of mind and their impact on the trajectory of the group’s work toward leveraging language and literacy for activism and justice in teacher education contexts.Item Strength in numbers: A collaborative self-study of critical literacy across teacher education contexts(EdTech Books, 2020) Tondreau, Amy; White, Kristen; Stevens, Elizabeth Years; Dussling, Tess M.; Wilson, Nance S.; Hinman, Tierney B.; Gardiner, Wendy; Degener, Sophie; Cullen, KathleenItem When “Nice” Isn’t: Confronting Niceness and Whiteness to Center Equity in Teacher Education(Taylor & Francis, 2022-12-21) Gardiner, Wendy; Hinman, Tierney B.; Tondreau, Amy; Degener, Sophie; Dussling, Tess M.; Stevens, Elizabeth Y.; Wilson, Nance S.; White, KristenNiceness is a socialized disposition, particularly amongst white women, that prioritizes comfort and neutrality while preventing resistance against oppressive systems. Given the demographics of teachers and teacher educators, niceness and whiteness are deeply embedded in programs and institutions. As eight white, female teacher educators, we drew on the power of crossinstitutional collaboration to form a self-study community of practice with the purpose of interrogating and dismantling the ways niceness and whiteness function in our teaching and teacher institutions and create barriers to centering equity and justice. Findings indicated that collaboration helped us identify how niceness shaped and continues to shape our teaching and teacher identities, particularly how we navigate difficult conversations, think about our roles as teacher educators, and imagine literacy curricula. Findings also indicated that despite efforts to recognize and interrupt niceness and whiteness, our growth was nonlinear, and we find that constant vigilance and reflection is necessary. Implications for the broader field of education include the power of self-study for disrupting niceness and whiteness in teacher education and orienting the community toward action through mutual support and accountability, while also recognizing the ways in which niceness continues to function as a barrier for enacting change for social justice.