Milner, Chapter 5:

WHITE TEACHERS LEARNING TO TEACH

LEARNING ABOUT TEACHING DOESN'T END ONCE TEACHERS HIT THE CLASSROOM. BUT IT HAS TO START SOMEWHERE--TEACHER EDUCATION PROGRAMS.

TEACHER EDUCATION FACES MAJOR CHALLENGES IN HELPING TEACHERS DEVELOP MINDSETS TO UNDERSTAND OPPORTUNITY GAPS AND PRACTICES THAT ADDRESS THEM. (148)

NOT RIGOROUS ENOUGH!

NOT ENOUGH SUBJECT MATTER KNOWLEDGE!

NO EVIDENCE OF BETTER OUTCOMES!

TOO MUCH VARIATION! (149)

NOT TO MENTION THE OVERWHELMING WHITENESS OF TEACHER CANDIDATES, AND THEIR DIFFICULTY UNDERSTANDING THE RELEVANCE OF DIVERSITY TRAINING...

Jamie Kapp (jamietheignorantamerican.tumblr.com)

WE GOT PROBLEMS:
* "Prove to me that diversity matters" (153)

*I'm afraid to bring certain issues or words up for fear of being ostracized or judged (155)

*Since I don't do racist things, I'm not contributing to a racist mindset or system (158)

*Failed "good intentions" (164)

SO WHAT DO THE PROFESSORS DO?

*Structure programs that allow teachers to develop but not feel silenced/manipulated (166)

*Place opportunity and diversity at the core of a program, not in a standalone class or added content (169)

*Commit to social justice FOR REAL in terms of offering, coursework, and decision making (170)

SILVER LININGS (177)

*Students started to understand importance of cultural connections

*Empathy and compassion

*Students began to incorporate aspects of diversity into decision making

*Desire to disrupt/counter the biased language of their upbringing

THESE THINGS ARE NOT EASY.

WE HAVE WORK TO DO.


THE KEY?
*
*
"When teachers understood the opportunity-diversity convergence, they started to understand micro- (classroom), meso- (institutional), and macro- (societal) level matters that had some influence over what happened to students" (160)

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