The Grow Your Own Collective: A Critical Race Movement to Transform Education

Autor/inn/en	Rogers-Ard, Rachelle; Knaus, Christopher; Bianco, Margarita; Brandehoff, Robin; Gist, Conra D.
Titel	The Grow Your Own Collective: A Critical Race Movement to Transform Education
Quelle	In: Teacher Education Quarterly, 46 (2019) 1, S.23-34 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Teacher Education; Diversity (Faculty); Teacher Recruitment; Teacher Persistence; Critical Theory; Race; Advocacy; Culturally Relevant Education; Minority Group Teachers; Program Development; Alternative Teacher Certification; Elementary Secondary Education; Racial Bias; Postsecondary Education; Higher Education; Social Justice; Whites; Illinois; California; Colorado (Denver) + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Lehrerrekrutierung; Kritische Theorie; Rasse; Abstammung; Sozialanwaltschaft; Programmplanung; Racial discrimination; Rassismus; Post-secondary education; Tertiäre Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Soziale Gerechtigkeit; White; Weißer; Kalifornien
Abstract	This article introduces a strategy to diversify the teaching workforce through de-centering teacher education as the primary stakeholder in the preparation of diverse teachers. The article expands the focus on teacher recruitment and retention by proposing a model that counters the educational context of White supremacy through Grow Your Own (GYO) programs. Using a critical race theory (CRT) orientation to educator development, this article introduces the national Grow Your Own Collective (GYOC) as an advocacy and support network for locally tailored collaborations to recruit, prepare, place, and retain culturally rooted teachers of color. In clarifying how GYOC applies CRT as an operational framework for preparing teachers to teach within historically underresourced school systems, the article defines GYO programs, shares nationwide models, and argues that collaborations between community-based organizations, districts, schools, and higher education partners are essential to disrupt institutionally racist practices. The article ultimately argues for a reconceptualization of teacher preparation processes to more fully recognize and address institutionalized racism at the K-12, collegiate, and community levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01