‘White ways of being isn’t the only way’: disrupting dominance in elementary language/literacies education
Bibliographic record
Abstract
This critical race teacher action research study explores how eight elementary teacher candidates (TCs) in a Canadian post-baccalaureate programme enacted antiracist language and literacies pedagogy during their student teaching. Building on coursework that introduced an antiracist genre pedagogy framework, the study examines how TCs internalized and applied principles, such as countertext selection, critical text analysis, and scaffolding of language and sociopolitical consciousness. Critical race thematic analysis of focus group transcripts revealed that while TCs increasingly valued antiracist praxis as they gained classroom experience and attempted to include marginalized perspectives and language scaffolds in their student teaching, their enactment was impacted by time pressures, perceived curricular limitations, hesitancy due to their newness with coursework principles, and concerns about balancing rigorous content teaching with language teaching and social justice work. As well, most avoided naming race or racism, acknowledging their positionalities, or emphasizing explicit language teaching as part of their praxis, suggesting a tendency toward passive antiracism in the student teaching role. Findings highlight the need for sustained mentorship and further integration of antiracism into methods coursework, supporting TCs to notice and name positionalities, principles, and practices, and take pedagogical risks to disrupt raciolinguistic dominance in elementary education.Este estudio de investigación-acción con docentes practicantes (DP), desde una perspectiva de la teoría crítica de la raza, explora cómo ocho candidatos a docentes de educación parvularia en un programa de posgrado canadiense implementaron pedagogías antirracistas del lenguaje y las literacidades durante sus pasantías. Basándose en un curso que introdujo un marco de pedagogía antirracista por géneros, el estudio examina cómo los candidatos internalizaron y aplicaron principios como la selección de textos contrahegemónicos, el análisis crítico de textos y el andamiaje del lenguaje y la conciencia sociopolítica. El análisis temático crítico-racial de las transcripciones del grupo focal reveló que, aunque los DP valoraban cada vez más la praxis antirracista a medida que adquirían experiencia en el aula e intentaban incluir perspectivas marginadas y apoyos lingüísticos en su enseñanza, su implementación se vio afectada por la falta de tiempo, las limitaciones curriculares percibidas, la inseguridad derivada de su familiaridad reciente con los principios del curso y las preocupaciones sobre cómo equilibrar la enseñanza rigurosa del contenido con la enseñanza del lenguaje y el trabajo por la justicia social. Asimismo, la mayoría evitó nombrar la raza o el racismo, reconocer sus propias posiciones raciales o enfatizar de manera explícita la enseñanza del lenguaje como parte de su praxis, lo que sugiere una tendencia hacia un antirracismo pasivo en su rol de docentes practicantes. Los hallazgos resaltan la necesidad de un acompañamiento sostenido y una mayor integración del enfoque antirracista en los cursos de metodología, con el fin de apoyar a los DP en la identificación y el nombramiento de sus posicionamientos, principios y prácticas, y en la toma de riesgos pedagógicos que desafíen la dominación raciolingüística en la educación primaria.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.026 | 0.024 |
| Scholarly communication | 0.008 | 0.003 |
| Open science | 0.002 | 0.008 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".