Many teacher educators seek to implement culturally relevant pedagogy (CRP) in their courses. However, enactment is often mediated by our socialization into whiteness and niceness. This study investigates how our self-study community of practice (SSCoP) of eight White female literacy teacher educators at different institutions collaborated to narrow the gap between our aspirations for implementing CRP and enacted practice. Through analysis of collaborative journal entries, we interpret tensions between what niceness and whiteness demand of us and what enactment of CRP requires: (a) between centering equity in our courses and addressing equity on the margins, (b) between enactment of critical pedagogy and maintaining status as “nice” educators, and (c) between the expectation of expertise and the necessity of a learning stance. We argue that teacher educators might use SSCoP spaces to navigate the complex interplay between their identities and the sociopolitical context of teacher education to more fully enact CRP.

中文翻译：

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破坏识字教师教育的美好：文化相关教育学的非线性轨迹


许多教师教育工作者寻求在他们的课程中实施文化相关的教学法（CRP）。然而，表演通常是通过我们的社会化来介导的，即白化和友善。本研究调查了由不同机构的八名白人女性识字教师教育工作者组成的自学实践社区 (SSCoP) 如何合作缩小我们实施 CRP 的愿望与制定的实践之间的差距。通过对协作日记条目的分析，我们解释了我们对善良和白人的要求与 CRP 的制定要求之间的紧张关系：(a) 在我们的课程中以公平为中心与解决边缘公平之间，(b) 批判性教学法的制定与 CRP 的制定之间的紧张关系。保持“好”教育者的地位，以及（c）在专业知识的期望和学习立场的必要性之间。我们认为，教师教育工作者可以利用 SSCoP 空间来驾驭他们的身份与教师教育的社会政治背景之间复杂的相互作用，以更充分地实施 CRP。