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Structuring Disruption Within University-Based Teacher Education Programs1: Possibilities and Challenges of Race-Based Caucuses


by Manka Varghese, Julia R. Daniels & Caryn C. Park - 2019


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Cite This Article as: Teachers College Record Volume 121 Number 6, 2019, p. 1-34
https://www.tcrecord.org ID Number: 22738, Date Accessed: 11/29/2021 8:52:23 AM
 
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About the Author
  • Manka Varghese
    University of Washington
    E-mail Author
    MANKA VARGHESE is an associate professor at the University of Washington's College of Education in Language, Literacy and Culture. Her teaching and research have focused on understanding and re-envisioning the teaching and learning trajectories of teachers of language-minoritized youth—mainly through the lens of teacher identity—and language-minoritized youth transitioning to postsecondary lives. Recent publications include: Varghese, M., & Snyder, R. (2018). Critically examining the agency and professional identity development of novice dual language teachers through figured worlds. International Multilingual Research Journal, 12(3), special issue, “Teacher Agency and ‘Pedagogies of Hope’ for Bilingual Learners (in a Brave New World)”; and Varghese, M. (2017). Drawing on cultural models and figured worlds to study language teacher education and identity. In S. Mercer & A. Kostoulas (Eds.), Teacher Psychology in SLA. Clevedon, England: Multilingual Matters.
  • Julia Daniels
    University of Washington
    E-mail Author
    JULIA R. DANIELS is a doctoral candidate in the Language, Literacy, and Culture program in the College of Education at the University of Washington. Her research and teaching focus on the intersections of critical Whiteness studies, teacher education, teacher subjectivity, and harm reduction pedagogies. Recent publications include: Daniels, J. R. (in press). “There’s no way this isn’t racist”: White women teachers and the raciolinguistic ideologies of teaching code switching. Journal of Linguistic Anthropology; and Daniels, J. R., & Hebard, H. (2018). Complicity, responsibility, and authorization: A praxis of critical questioning for White literacy educators. English Teaching: Practice and Critique, 17(1), 16–27.
  • Caryn Park
    Antioch University Seattle
    E-mail Author
    CARYN PARK is faculty in the School of Education at Antioch University Seattle. Her research interests include early childhood and elementary preservice and in-service teachers' professional learning and development, particularly with regard to antibias/social justice teaching. Recent publications include: Park, C., LeeKeenan, D., & Given, H. (2015). A family, a fire, and a framework: Emotions in an anti-bias school community. In S. Madrid, D. Fernie, & R. Kantor (Eds.), Reframing the emotional worlds of the early childhood classroom (pp. 19–35). New York, NY: Routledge; and Park, C. (2011). Young children making sense of racial and ethnic differences: A sociocultural approach. American Educational Research Journal, 48, 387–420.
 
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