Preparing Teachers to Address Antisemitism, White Supremacy, and Hate
Leaning to teach diverse students also requires teacher candidates to affirm nondominant voices and challenge the status quo.
Research suggests that teacher preparation curricula often focus on supporting teacher candidates in acknowledging and celebrating different cultures, which may lead to addressing diversity in superficial ways, such as through encouraging students to bring in food from a variety of cultures or holding a single Culture Day at school. However, leaning to teach diverse students also requires teacher candidates to affirm nondominant voices, challenge the status quo in the name of equity, examine cultural assumptions and values, and disrupt discrimination and hate. The presenters will discuss how and why to address antisemitism with teacher candidates as part of preparing teachers to disrupt white supremacy and hate.