Abstract
As a response to the attacks on ethnic studies in Arizona and the move to ban certain books, this essay presents theoretical and pedagogical reflections from two professors and addresses the ways teacher preparation programs can offer a resistance. Based on the authors’ experience in teacher preparation programs, one in the humanities and the other in mathematics, they discuss fundamental concepts that undergird social change methodology from Gloria Anzaldúa (la facultad and conocimiento) and from Isabel Gunning’s work (World Traveling). Ultimately, our premise is that teachers of teachers can impact the curricula in significant ways that result in dismantling racism and in teaching that is focused on positive social change. We posit that the university classroom where future teachers are trained must address (1) Equity issues, (2) Cultural identity or cultural framing, and (3) Culturally relevant strategies and teaching, modeled by the university professor.
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Notes
If one understands that Shakespeare’s The Tempest raises issues of equity and of subaltern subjects vis a vis power relations, it is not surprising that it would be on the list of banned books; however, it is surprising that a text from the literary canon of English Studies would appear on such a list. As Biggers explains in State Out of the Union, even one of the TUSD board members, Adelita Grijalva, was in “awe” of which books were on the list (2012b, p. 181).
The lesson study approach is a “process that Japanese teachers engage into systematically examine their practice with the goal of becoming more effective” (Lesson Study Research Group, n.d.).
The term “femicides” refers to the murders of over 600 women in Cuidad Juarez during the last 15 years. One of the films and two of the novels deal with this issue and thus students may choose to further research the topic.
For writing exercises Cantú employs in her classes, see Johnston (2008).
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Ruiz, E.C., Cantú, N.E. Teaching the Teachers: Dismantling Racism and Teaching for Social Change. Urban Rev 45, 74–88 (2013). https://doi.org/10.1007/s11256-012-0225-2
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DOI: https://doi.org/10.1007/s11256-012-0225-2