TY - JOUR
T1 - Centering Racialized Educators in Collaborative Teacher Education
T2 - The Development of the Intersectionally Conscious Collaboration Protocol
AU - Boveda, Mildred
AU - Weinberg, Andrea E.
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This project was supported by the Faculty Fund for Teaching Excellence and Student Success at Arisona State University.
Publisher Copyright:
© 2021 Teacher Education Division of the Council for Exceptional Children.
PY - 2022/2
Y1 - 2022/2
N2 - The intersectionally conscious collaboration protocol for teacher educators (ICC-TE) expands on existing models of collaboration by drawing from intersectionality as conceptualized by Black feminist theorists, collaborative teacher education, and frameworks for stakeholders to establish and maintain ethical, student-centered relationships. The ICC-TE promotes approaches that honor sociocultural differences, model collaboration, and support the development of these practices in preservice teacher education. The authors analyzed the responses of four Latina teacher educators at a predominately white teacher preparation program and teaching artifacts created while using the ICC-TE as they co-taught a special education course. As a result of this study, the researchers refined the protocol. All participants indicated the need for more training on intersectionality, for both teacher educators of color and their white colleagues. A connecting thread across all sources of data was how institutional culture and faculty morale shaped collegiality.
AB - The intersectionally conscious collaboration protocol for teacher educators (ICC-TE) expands on existing models of collaboration by drawing from intersectionality as conceptualized by Black feminist theorists, collaborative teacher education, and frameworks for stakeholders to establish and maintain ethical, student-centered relationships. The ICC-TE promotes approaches that honor sociocultural differences, model collaboration, and support the development of these practices in preservice teacher education. The authors analyzed the responses of four Latina teacher educators at a predominately white teacher preparation program and teaching artifacts created while using the ICC-TE as they co-taught a special education course. As a result of this study, the researchers refined the protocol. All participants indicated the need for more training on intersectionality, for both teacher educators of color and their white colleagues. A connecting thread across all sources of data was how institutional culture and faculty morale shaped collegiality.
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U2 - 10.1177/08884064211062874
DO - 10.1177/08884064211062874
M3 - Article
AN - SCOPUS:85124387055
SN - 0888-4064
VL - 45
SP - 8
EP - 26
JO - Teacher Education and Special Education
JF - Teacher Education and Special Education
IS - 1
ER -