A Meeting of the Minds: A Needed Transformation in Teacher Education

Abstract

The transformation of teacher education programs is needed. To be authentic and sustainable, efforts at transformation need to be grounded in shifting power and policy making away from just the university to shared decision making among stakeholders. This paper examines what are seen as first steps towards this objective. The effort described here involves a teacher preparation program and a neighboring school district. The university program is largely composed of white middle class students, and the school district is largely African American. This paper focuses on a project to support the voices of those who are being taught (referred to as scholars), and those planning to teacher (referred to as candidates). Both groups frame conversation around James Baldwin’s’ A talk to Teachers” and explore what has changed, what has not changed, and what needs to change. Teachers and administrators joined over twenty-five classes from the school district with the sophomore class cohort at the university.

Public schools in the United States face a variety of challenges. Central to many of these is the preparation of high-quality teachers. This is the most important variable in preparing the young for success (Schleicher, 2018).

There are differences involved in defining what constitutes high-quality teachers, but agreement can be reached that students deserve teachers who can plan, teach, and assess lessons from which students learn. Students regularly working with high-performing and qualified teachers have both short and long-term academic success (Lee, 2018). Across the country evidence persists that historically this is not routinely accomplished. Urban schooling, particularly for diverse students, is problematic in hiring and retaining such high-quality teachers.

This has led to a decades long reexamination of teacher preparation programs, and to the proliferation of nontraditional approaches such as Teach for America (Darling-Hammond et al., 2001; Goldhaber & Brewer, 2000). However, since most teachers enter the profession through traditional programs housed in colleges and universities, those deserve attention (NCES, 2019). Candidates in traditional programs learn content in their academic major and how to deliver it in their education courses. This work is theoretically coordinated with field or clinical experiences housed in schools. Many contend that this coordination is often poorly accomplished, if at all (Anderson & Stillman, 2011; Dresden & Thompson, 2021; Burns & Badiali, 2018; Zeichner, 2010). Evidence suggests that there is not much time devoted to analyzing procedures for deep conversations with teachers (Turney et al.,1985). Thus, the actual realities of teaching are not always examined. This diminishes the opportunity for candidates to synthesize theory and the practice of teaching (Loewenberg Ball & Forzani, 2009; Darling-Hammond & Oakes, 2021; Grossman et al., 2009). The politics of institutional decision making often take precedence over finding the clinical placement for candidates. University field offices face internal demands from individual programs, professors, and accreditation requirements. School partner sites have challenges that include finding mentors anxious to work with candidates, union concerns, all while handling the demands of administering the school/district. Bullough et al. (2004) contend that forming a partnership that navigates these challenges is difficult, but critical.

University and school partners need to be willing to build new spaces, functioning under new frameworks. There is a need for a shared commitment to collaboration. This requires time, and patience, both difficult to find in either university or school district settings. Traditional expectations, power and status relationships, and the perceptions of knowledge all need to be reexamined. Work between universities and schools requires respect for the various roles, experiences, and knowledge of all participants. This creates what Richmond et al. (2019) refer to as a process of coherence. That coherence ideally goes beyond those typically found in university-school partnerships to include families and communities.

Coherence permits the integration of university theoretical work, currently often focused on social justice and equity concerns, into new collaborative spaces. The concept of culturally relevant pedagogy can provide a framework for this work (Gay, 2002, 2010; Ladson-Billings, 1992, 1995). Muniz (2019) reports that all fifty states address this concept in their state standards for teaching. The articulation of this concept varies between states, often providing a weak foundation for teachers to build into their practice. However, Olson and Rao (2016) posit that experiences in urban, diverse schools during preservice training offers the possibility of helping develop candidates to become culturally relevant teachers. Within clinical settings the assumptions, knowledge, and approaches of those within the university programs need to be open to conversation, analysis, and revision. This would honor the perspectives of those outside of teacher preparation programs. In these spaces diversity is not relegated to a few specific university courses. Rather this foundation would support an exploration of schools and those who work and train within them.

This process can help navigate the competing rationales for schooling that entangle teacher preparation programs. This approach can have a focus on equity and on access to opportunities often denied to many (Hytten, 2017). That runs counter to the current reproductive process, which maintains unequal institutional practices and outcomes with a focus on standardized achievement scores (Apple, 2017; Bourdieu, 2003; Spring, 2011). Education reforms couched within the framework of decreasing historic inequities can still promote inequality (Philips, et al. 2019). To counter this all stakeholders need a voice in examining teacher training, yet the dominant current models seem unprepared for this.

In considering new approaches it is essential to support student voice. Florian and Beaton (2018) contend that those being taught need to be part of the conversation about improving schooling. They cite Black and Wiliam (2010) in stating that it will not be enough to simply encourage this, but to be open to designing instruction and assessment using the knowledge gained in the process. Dialogue without consequences is pointless and inauthentic.

Listening to students and acting on those conversations embraces student diversity and assets and prepares teacher candidates to better design and assess instruction. Korpershoek et al. (2020) cite the work of several researchers indicating that being heard, and having teachers who act on what they hear, means more to marginalized students. A framework that provides candidates with opportunities for extended conversations with students can build a foundation for creating interpersonal relationships that are associated with student success.

Revising relationships within pre and clinical field experiences: Building partnerships

Rethinking and revising the ways in which university coursework and clinical field experiences are integrated with stakeholder involvement is important. Partnerships, especially those created in authentic ways with participants committed to the work of preparing culturally sensitive, knowledgeable and skilled future teachers, are essential (Dresden & Thompson, 2021). Partnerships are formed, evolve, and become stronger as stakeholders confront challenges together, become increasingly willing to trust one another, spend considerable time together, and assess their work with an eye toward new initiatives. There is a need to create authentic spaces where those preparing to teach and the many audiences that are impacted by their teaching can work together. Those spaces need to support the lived knowledge and experiences of those outside of the often-isolated teacher education university settings. How can that be accomplished?

What can be done? Starting small

How can teacher education programs become involved in such partnerships with schools where both may be limited by resources to support such work? How can partnerships be established in marginalized diverse school districts that have historically been seen not as partners but as simply settings for teacher candidates to be placed? How can teacher education candidates grow in an understanding of and appreciation for the rich and varied nature of the communities in which they work, especially when those spaces differ from ones with which they are familiar? This paper reports on one project designed to address these questions.

A small secondary education program housed within a medium size private university and a neighboring urban school district explored how to build a reciprocal space for all stakeholders. Located in a demographically changing suburban town outside of a major metropolitan area, the teacher candidates at the university are largely white, and middle class. In data collected by the university for accrediting purposes in 2021, 79% self-reported themselves as White, with 2% African American. See chart A in the appendix.

According to the US Census Bureau July 1, 2021, estimate, the neighboring community selected as the site for collaboration was one that is largely African American (84.2%,) with a 10.8% Latinx population. The Census Bureau reports that almost 20% of the community is categorized as in poverty. Over half of the students in the district receive free or reduced lunch. Using the most recent data provided on the district’s website, the student composition was 0.5% white with 86.5% African American. See chart B in the appendix.

In terms of racial backgrounds, the two institutions reflect two different worlds. Those differences, combined with social class experiences, educational opportunities within the respective communities from which the students come, all offer a ripe environment for ignorance which can lead to differential treatment, conflict based on differences (real and perceived), and misunderstanding.

There had been cooperation between the two institutions historically, primarily with the district accepting teacher education candidates for clinical placements. The social studies supervisor for the district and a university faculty member agreed to meet to discuss possible collaboration. In follow-up conversations a project was designed that would involve students from both institutions. This was seen as a first step for what was anticipated to be the development of a partnership. One objective from the university perspective was to provide candidates with opportunities to explore topics addressing curriculum, dealing with controversy, and engaging in conversation with communities unlike their own. An intentional focus was to provide opportunities for dialogue between those being taught and candidates that went beyond typical clinical experiences. The partnership would be built slowly over time, creating a foundation of trust. It would explore critical issues facing teachers and schools. All voices would be welcomed, honored, and explored. Then the pandemic hit. Communication was less frequent, however, the desire to work together remained strong. Objectives were identified for an initial project that would support voices often not part of candidate’s experiences. The first voices to be supported were those of scholars along with teachers and administrators in the school district. The district identifies students as scholars for a variety of reasons, and that term will be used throughout. One objective was that pre-service teacher education candidates (referred to as candidates) would be engaged in conversation with the scholars. This was a different framework and opportunity than clinical experiences historically provided. The model of preparing, delivering, and assessing lessons was to be supplemented by conversations beyond discrete lessons. Those being taught, those teaching, those planning to teach and those training them, along with those administering in the school district, were all to be involved.

Candidates needed opportunities for working with diverse scholars beyond the model that placed them in a school with a teacher and then hoped for the best. District scholars needed an opportunity to speak to those planning to teach, to share their expectations and needs. Administrators and university professors needed a space in which to listen, comment, and respond.

Project description: Literacy context for conversation

The framework for the conversations was a common reading. The work selected was James Baldwin’s A Talk to Teachers. Scholars in twenty-five classes within the district read and discussed the article, as did the sophomore cohort for the university secondary education program. Guiding questions for the discussions were: what has changed? what has not changed? what needs to change?

Selecting panel participants

Scholars and candidates were then invited by their respective teachers to be on a panel that would discuss the work at a virtual seminar for all those involved. Five candidates were selected to serve as panelists, along with nine scholars. University students provided a written agreement to have their work recorded, and their comments used in future settings. School leaders from the district contacted scholar’s families to secure their permission for participation.

The panelists had read and discussed the work in their classrooms. All were directed to again explore the three guiding questions. Scholars were invited to consider what they needed from teachers, and what they felt future teachers needed to know.

Preparing to meet

The pandemic made an in-person discussion impossible, so a Zoom webinar was scheduled. District administrators and teachers embraced the concept, and several indicated that they wanted to be on the panel. Four administrators and five teachers were invited to participate (including one who had just been named the State Teacher of the Year). With the students and scholars identified, a date was set for the panel discussion. To make the event more comfortable for the panelists, and to honor the attempt to build trust, a meet and greet was organized. This virtual session was an informal introduction which had panelists introducing and sharing information about themselves. The panel consisted of the eight scholars and five candidates. All the scholars were in high school except for Truth, a middle schooler. All the candidates were sophomore students. All the names have been changed to protect confidentiality. See Chart C in the appendix.

The conversations

For security reasons the webinar on Zoom permitted only the panelists to speak. The session was recorded. Comments and questions from the larger audience were placed in chat. In Spring 2020 the twenty-five classes from the school district watched, along with the sophomore class cohort from the university. The event was positively and enthusiastically received. In both institutions follow-up conversations were held in the classrooms, and among teachers and administrators. All of those on the panel expressed interest in continuing the dialogue. This was supported by teachers and administrators.

A second virtual session was held in Fall 2021. This second conversation provided an opportunity for the panel participants to reflect on what they found most valuable from the experience. That session was recorded. Comments from both sessions have been analyzed and are reported within general categories identifying what was discussed.

Conversations, comments, and questions

Transcripts of the two virtual sessions were prepared. The comments were analyzed, and specific topics of interest were identified. District teachers and administrators contributed significantly at both sessions, but the decision was made to highlight only the voice of the candidates and the scholars. The comments and conversations from teachers and administrators are not reported. The focus is on dialogue between those preparing to teach, and those who are being taught. The voice of scholars is most significantly highlighted. These are voices less likely to be part of the dialogue on improving schools. Scholar voices are also likely to be marginalized from access to larger discussions on the intersection of race, class, and gender in schooling. The names of the candidates and scholars have been changed to protect their identity. Since a focus of this work is to support scholar voice, quotes by them are included verbatim. No editing was done. Their comments are extensive. These views are an essential component in recognizing perceptions of those being taught, particularly when considering the diverse nature of the two institutions.

The first panel session became an active conversation, with the guiding questions largely replaced by an organic discussion of the challenge to teachers, candidates, scholars, and administrators when addressing race and diversity. Overwhelmingly the conversation focused on what needs to change, and there was advice from the scholars for candidates. Only candidates, teachers, and administrators addressed the question of what has changed. The second panel session provided both reflection on the first session and an extension into additional issues and thoughts.

The concept of responsibility was addressed throughout both sessions. The next prominent topic was the curriculum, both for teacher education and in the k-12 grades. The discussion of curriculum brought forward conversation about Black History month. Teacher and school responses to current events was a significant topic. Concluding reflections addressed what remains to be done. All of these will be reviewed.

What has changed?

The district teachers and administrators present responded to the question with references to their lived experiences. This provided a historical framework to the question. They reflected on research and on family anecdotes and stories they knew growing up. Two candidates provided thoughts on what has changed.

Rebecca stated… my biggest takeaway was that what has changed in education is that more people have a voice in what is being taught, and students especially have more of a voice than I think that they did in 1963, especially it’s more collaborative and conversation-based, and parents have more of a voice in what is being taught and get to see that it’s good and that’s bad. Same with this outrage over the Critical Race Theory. I think a lot of that comes from parents.

Candidates have been addressing this issue in a variety of courses throughout their university work, through readings and assignments across the curriculum. Conversations about race and societies response (including in schools) are an on-going activity that provides a sense of what has changed.

Oscar followed Rebecca with thoughts about how both text and context have changed. “One thing that I see that has changed at least on the university level that I would like to see on the secondary education level is the focus on all aspects of American history.” Oscar provided specific examples stating that students read texts by Phyllis Wheatley and other former slaves. He stated that

…Going over texts like that, I think is very important because it considers every perspective of American history. This is for an American literature class, mind you. And I think that we can bring these to the secondary level, but we’ve got to have courage to do so. It’s, it takes more courage because like Rebecca said, the parents really at that level are super concerned about what their kids learn, but it is true to American history to keep it authentic and not just one sided with perspective.

This reference to parents and families suggests that candidates are well versed in the national controversies over the issue of race in the classroom. Candidates recognized that courses on the university level have been addressing stories, writers, and events that were often historically marginalized or missing.

What has not changed and what needs to change: The role of responsibility

Brandon, a candidate, addressed what he contended has not changed.

So, the one thing that I definitely think hasn’t changed was a quote in the Baldwin piece. It was that adding Black history to schools will show that White students do not know their history at all…We have seen that a lot especially with the controversy surrounding Critical Race Theory, and how they’re saying it’s not real history when it says exactly the opposite”. Brandon went on to explain that critics “…feel like their American, their version of American history is only the White history. So they feel attacked through it. So the only way, instead of having educated conversations, the only way they’re looking at it is they’re being attacked. So that’s something that hasn’t changed and needs to change. We have to be able to represent all cultures, all races in our history, and the Baldwin piece talks about that, and until we do the debates, like this will continue

This seems understandable when for millions of Americans history throughout their schooling was restricted to the dominant culture, with little mention of the contributions of others. Given this context the infusion of names, events, and contributions beyond that traditional narrative is questioned, denied, and raises anger.

Candidate Brandon observed that Baldwin states that society puts a premium on obeying rules. He suggested that many young people do not want to cause trouble. However, he stated that change does not occur without that. There may be times when you must break the rules. “…that’s what you have to do in order to make the change that’s needed. And as educators it’s our responsibility to do that”. This led several scholars to comment on the importance of responsibility. They explored different meanings for the concept, including the responsibility to keep learning, and to build skills essential for acting when the time is deemed right.

Andrea, a scholar, spoke about recognizing the tension between what is taught and what is not. She recognized the need to be actively engaged in exploring and learning beyond the school classroom. Andrea said that

…as you go through high school…the schools get hard and harder…you realize that there’s a lot of things wrong with government and… in society. They’re telling you obey the rules of society, obey the law. …the laws themselves aren’t something that should be obeyed and that need to be reformed. It’s kind of just like, I need to do something, but then, oh, I have to follow the rules. I'm not in the position right now to make that change…. I want to do something, but I can’t right now. So I'm just working towards constantly educating myself. So when the time comes, I can actually try to make a difference. Cause, like someone said, awareness is the first step.

Andrea’s frustration was also a force of motivation. She recognized the conflict between acting for change and the school’s impulse toward the status quo, and obeying rules. She wanted to act, but felt that the school did not support, encourage, or provide guidance as to how to do so. For Andrea, the time to act was in the future. Her actions now were to build her own knowledge and skill set to be prepared to engage in needed change in the future.

Another scholar, Kenneth, commented that he believed that many of his classmates are uneducated. He stated that both teachers and those being taught have a responsibility to continue to learn, in and outside of classrooms. Of his classmates Kenneth stated

… they give into whatever society is feeding them. So in that case many of your peers might be misguided. So it would be your duty with whether you are part of the youth or the past generation to elaborate and share your wisdom as to why you, you fight for your cause.

He felt it is essential to continue to learn. Scholars need to recognize that many of their classmates and peers may not have the knowledge they need. These classmates have accepted the perspectives presented by the dominant society, through their schools, the media (traditional and social), and their network of friends and family. It is the responsibility, he contends, of teachers and young people to share and explain alternative perspectives to that narrative. Where these conditions do not exist within schools and classrooms, Kenneth stated that individual scholars have a responsibility to raise issues and questions.

The responsibility of candidates was also discussed. Curriculum matters, as do the materials that are selected. Candidates need to explore and analyze text, resources, and classroom materials. They need to examine how teachers embrace the curriculum. It is not just a matter of teachers delivering information, even anti-racist information. Candidate Josephine expressed the concerns she has for doing more than delivering a curriculum, especially given her background as a white middle class female from a nondiverse community. Josephine said

So when we talk about antiracist curriculum and conversations for someone like me, I feel like the most important thing is being able to take a step back and realizing there are certain things I'll never truly understand. So for me, part of it would be learning how to empower and lift voices without speaking over them and learning how to truly listen and not pretending to get everything because I can have conversations every day…There are certain things I'll never truly get. So I think the most important thing is listening to my future students and just listening and allowing them to speak. Without speaking over them.

Active listening is an essential skill. There is no need, indeed there is a detriment, in trying to provide answers, to respond quickly and authoritatively when what the scholar needs is to be heard. When learners are heard the discussion will not be silenced by the authority of the teacher or of the textbook, especially important when the experience and possibly the knowledge of the context is missing for the teacher. Josephine clearly places conversation as a necessary component of curriculum, implying that the curriculum is a living framework, open to embracing the lived reality of those in the classroom. Listening is a sign of respect. There is a responsibility to recognize the nature of reciprocity in analyzing competing claims and perspectives when seeking to understand events, both historic and current.

Responsibility was a key concept for another candidate, Katherine, who said

As an immigrant, pre-teacher also, I find myself in a very special position where I need to learn more about the history of African Americans and in general, the history of America. I also feel the responsibility to listen to every single student to learn more. And to have the… uncomfortable conversations, and let the discomfort of this uncomfortable conversation, let it, you know, flow in the environment because discomfort is the key for growth. … I see myself as a teacher…needing to acknowledge every single one in classroom, to acknowledge their history, the story behind every single student. And also to acknowledge that every event that we are facing right now in our society is going to impact my classroom. It’s going to impact my lesson for the next day… So I need to be prepared. It’s my responsibility. It was my choice to become an educator. And with that, comes an honor, and it comes with a responsibility. So that’s my commitment to the students

This commitment addresses the need for self-awareness of the differences between those teaching and those being taught. Acknowledging the stories of all in the classroom respects the integrity of individuals and the groups to which they belong. This awareness also demands that concerns within and beyond the community need to be addressed. Candidates need to work to build classroom spaces where alternative perspectives are permitted, even encouraged. Active listening skills and practice in using them in these uncomfortable conversations needs to be developed, by candidates and scholars alike.

Responsibility was also a key theme for Oscar, who stated:

One of the most important first parts of culturally responsive teaching is to identify and resolve your own biases and prejudices, because it’d be hypocritical to try to understand other people without understanding first yourself and understanding where you come from, including your own culture, whether your ethnicity or your actual background. For example, I am 100% Filipino, but in these past 18 years of life, I grew up in a cultural community of Black and Latino. I grew up in (local city named). So it’s very different, and understanding that, and then understanding on top of that, what biases and racial prejudices are…. that’s an important first step. I'd also like to point out that it’s a very social profession. And I mean getting to know, not only just students, but their parents, too, culture permitting. And that just goes hand in hand with knowing their backgrounds because that background is the heritage history and everything related to that.

Candidate Rebecca added her thoughts.

We had said that you need to have conversation, an often uncomfortable conversation to move things

forward. But I think that what’s critical to that for teachers to understand is some important background work that you need to respect your students for them to want to have that conversation with you.

That work is the responsibility of the teacher. What you know about students and their community, what you are seeking to know, and how you deal with everyone in the school determines whether scholars will participate in those conversations. Considering and adopting needed change was seen as a responsibility shared by all, and it requires a continuous effort to explore perspectives beyond those currently held. The conversation also addressed the role of the curriculum within this broad exploration of overlapping responsibilities.

The curriculum: what gets addressed, what does not get addressed

Curriculum as identified by the participants includes not only information from texts, readings and other resources, but also an ongoing analysis of current events and issues. Akeem, a scholar, addressed what he saw as needed curricular changes.

Changes I definitely want to see in the education system is that we need to start talking about issues that are detrimental to the livelihoods of the students who go to these schools… we talk about police brutality and shootings. That’s, you know, not enough…We need to talk about unemployment rates. We need to talk about homophobia, Islamophobia, transphobia. We need to talk about all these issues.

Scholars contended that this was not routinely done. Concern was also expressed about the content within the curriculum. Andrea said higher level learning was needed. AP classes in particular were said to be limited. These courses, as well as traditional ones, were seen as problematic because, scholar Andrea stated:

… like a lot of the content, …is basically Western based, and not so inclusive of people of color…Most of the stuff I read are very like European or Western culture. And it would be better to see like a poem about a Black girl or Asian American girl or indigenous girl that would draw more people into it and make more people like learning. So I feel like that you need to have content where the students can see themselves and be like, oh, that girl looks like me. Oh, that girl behaves like me. So yeah, that’s something.

Scholar Kamiyah added,

…although high school is a connection to college, not everybody’s going into college…we need preparation in order to get into real life and the real world, like being taught financial literacy, being taught you know, your history, not only your history, but to be able to embrace other cultures. I feel like that’s something that’s commonly overlooked. And even when we are talking about like the social justice aspect of it all, like that’s commonly overlooked.

The curriculum was seen by scholars as having a primary objective of preparing the young for college, and because of that it did not provide sufficient attention to the challenges facing them. Criticism focused on what they saw as delivering the curriculum without regard for what were in many ways survival skills. Jacob, another scholar, cited a teacher who systematically challenged students to examine issues and events as they occurred, and to consider alternative perspectives on the historical narrative. He recalled this teacher stated something to the effect that: “These are things that haven’t been taught. And she really kind of opened my eyes and made me realize that textbooks and schools aren’t really the end all be all”. He concluded that it’s up to young people “… to really educate ourselves and learn more about our history and not really rely on what the curriculum says we are or what our history is”. The recognition that the curriculum is problematic and in need of reexamination and revision was strongly supported. The earlier attention to responsibility broadened as scholars spoke of recognizing the need for, and then working for curricula change.

The panel members highlighted that curriculum needs to be inclusive, bringing into focus the contributions and stories of those groups not part of the traditional canon. As several scholars mentioned, that inclusion needs to go beyond mentioning a few names, inventions, and ‘firsts’. The curriculum needs revisions that are more than Black History month.

Black History Month – beyond February

A social justice focus in the curriculum, with routine and systematic attention to current issues and events, was repeatedly stated as a need. Jacob, a scholar, said “I do think it’s important that educators acknowledge that people of color exist, and that we don’t only exist in our respective months. I'm not only Black in February. Some people aren’t only Asian in a certain month and other people aren’t native American in a month” This comment led to a lively exchange of supporting views. Andrea commented that she appreciated the teachers who did not confine Black History to Black History month. “…And this is something that happens like throughout the year. So it’s not just, oh, we’re gonna have a bunch of Black history events and then we’re not gonna talk about it for the rest of the months.” Other scholar comments criticized the content and constraints presented by Black History Month.

Akeem, a scholar, expressed frustration with the topics, individuals and events presented during Black History Month. His comments framed the school efforts to recognize Black contributions to one month as inauthentic. He also found the same individuals received most of the curricula attention throughout the years. He recognized the importance of their accomplishments, but also recognized that the actions and views of others were lost. Akeem said,

When Jacob said that, you know, I'm not only Black in February, that’s something I personally agree with. We shouldn’t just talk about Black history in the month of February. And then we’re back to math and Shakespeare. Like why do we only have to learn about Black history within one month? Or why do we only have to learn about Hispanic appreciation month within September through October? I believe we should always be talking about this. And even when it comes to Black history month, we always learn about, oh, Martin Luther King or Rosa Parks or Malcolm X, or it’s always about how Black people, you know, we used to be slaves, but now we’re this, like Black people are more than just overcoming these difficulties. We need to definitely have a conversation about, detrimental issues …not just talking about these sorts of things once a month. Not to say we need to talk about it every single day, but it definitely needs to be more of a natural conversation and not just, oh, it’s Black History Month, uh, just Martin Luther King. It needs to be something that we’re naturally talking about.

Andrea continued the comments on Black History Month, and on what is missing. A scholar, she stated…

but I feel like a lot of people, when they say, oh, I'm going to like mention something for Black history or, oh, I'm going to mention something because I want to be inclusive. And then the only thing that they mention is MLK. And they’re just like, okay, that’s it. I did my job. No, there are way more people that have made an impact on like Black history than just MLK and Malcolm X. And of course those are people on the forefront, but there’s way more other people, there are way more like inventors, artists, poets, stuff like that. And I feel like a lot of people, like just in society, they tend to only talk about Black history when it comes to like the pain and the suffering and all of that. And they tend to not highlight like the beautiful things about Black history, like the, how many inventors and achievements and stuff like that. Black history isn’t just suffering, … isn’t just pain. And students are not just pain. And Black students are not just like this embodiment of pain and suffering and slavery and stuff like that. Black people are way more than that, I would need to highlight the good and also include the bad. Like you see it a lot in like movies when it comes to Black history, they mention, oh, it has to be like this slave, slavery type thing or this discrimination type thing. Why can’t it just be a Black girl going through high school and enjoying life? Why does it have to be something with slavery or doing something with like police brutality, like Black people are way more than just the pain and suffering. …Black history is just beautiful. And I feel like if you’re going to mention the bad, at least mention the good. So the children know that there’s something to be proud of.

Candidate Josephine joined in with additional comments.

This conversation was talking about accomplishments outside of suffering. So my belief is that Black history is American history, and I don’t know why it has to be separated. So obviously I think there could be a separate conversation or emphasis during the month of February, but why is it separate? Black history is American history. So I haven’t really gotten down how I'm going to work things in because the curriculum, when you read the textbook, it’s written from a White man’s perspective, everything. I don’t remember learning about any female accomplishments other than women’s suffrage. I don’t remember learning anything about Black history other than slavery and the Civil Rights movement.

The comments from scholars and candidates addressed the inter-relationships between responsibly, the curriculum and Black History month. This sparked comments about the need for educators to see their students, and to recognize the importance of planning and teaching beyond the lesson plan, including, and supporting student voice.

The role of current issues

Truth, a scholar, then asked the candidates a question that brought attention to a related issue.

With everything that’s going on in social media displaying more innocent people of color being hurt at the hands of law enforcement, how do you plan to introduce these topics into the classroom and how can you help your students understand these recent incidents of racial rights?

Candidate Josephine responded.

I’m not quite sure yet. If I'm being honest, the last thing I want to do is reopen trauma for, you know, the students that could be in the classroom. So I have to be very careful from someone who doesn’t truly get it. So if there are any current students that would actually want to help me out and tell me how they would like to be taught, I would really be interested in hearing that because I'm not really sure at this point.

This comment triggered an immediate response from many scholars. The unanimous agreement among all of them was that these current events must be addressed. The trauma they felt as events unfolded with a sense of terrifying regularity was shared by many.

So when you have like instances of the death of Brianna Taylor and Travon Martin and Samir Rice and so on and so forth, it kind of personally affects students more than a lot of educators realize because when Trayvon Martin died and when Samir Rice died, they, their ages aren’t too far away to the age I am right now, because I'm only 16 years old. And I have siblings who are those ages stated scholar Akeem.

Truth, another scholar, added,

When I was younger, like elementary school, when Trayvon and Eric Garner was going on, we never really talked about it. It was like something we saw on the news, something, you probably ask your parents, but when you go into like your class, it’s not really something that we discussed.

Additional reflections were added by scholar Kamiyah.

…when I was growing up, with Trayvon Martin, that was like a brush over like, oh yeah, we understand what happened, but it’s like, that’s me, that could have been me. That could have been my brother, that could have been my family member. And we can’t overlook issues like that. Like I have to be, I feel like being taught my environment, what I'm getting ready to step into is the most important thing.

Teachers need to “… include what is going on outside the material lesson” according to Kenneth. He continued describing his view.

Ms. (scholar cites a teacher) … she takes the time with us in the beginning of the lessons to elaborate as to what’s going on outside, because it will affect us and it makes us feel a certain way when we see things like that. And being able to discuss that with the teacher can help students form their own sense of self. Be able to strengthen their ideals and come together as a community in order to bring forth the idea that something needs to be done.

Scholar Jacob agreed.

So, I think one way that could be really beneficial is perhaps bringing up topics and then asking the students, so what do you think about this and what should I know and what do you want to tell me about it? I think that for teachers that aren’t people of color or minorities, it’s really important to understand how the affected groups feel. And what we think about them before perhaps teaching it or offering your own opinion. Because if you understand how your class feels, you kind of get a sense of, okay, I know what they’re comfortable with, what not comfortable with, and how far I can go and kind of giving my own opinion and incorporating it into my lessons.

Additional thoughts were offered by scholar Kenneth.

As a student, what’s most important to me in a situation like this, where it’s very, it’s a very delicate topic is if the teacher would not only make me feel comfortable, but also allow me to have time to process my thoughts in order to come to them, whether it is, before the lesson or after the lesson.

Critical of how their teachers and schools responded to current events in the past, they were clear and focused as to what need to be done. A warning was offered by Akeem, another scholar.

Don’t try to weaponize the trauma and try to incorporate it into a lesson plan just for the sake of doing something. So don’t talk about police brutalities in shootings and incarceration, incarceration rates, and have students kind of like do a worksheet just to put in a grade. I feel like you definitely shouldn’t do that. And definitely don’t try to shove an input or be too quick to shove a response, especially seeing how you deviate from the ethnicity or race or cultural background of these other students. So don’t be so quick to shove in a response. Instead, be willing to listen and see every student’s perspective. And then add that on into your knowledge. It’s all about emotion. Children are very emotional beings, and they have a lot to say and they have a lot on their mind. So I would definitely just say, just be an open ear and just see what people have to add onto the conversation.

Addressing current issues and events clearly did not mean that teachers needed to prepare a ‘lesson’. Events occur without a great deal of time for planning a response. Rather, scholar Jacob offered advice.

…Iets say that we say, how are you feeling about this thing that happened? Or are you okay? Like with the Asian the anti-Asian hate, there aren’t really that many Asian students, but I know there is one, but I can’t really imagine what it feels like for her hearing about all of these things that are happening. And the teachers don’t really say, hi, how are you feeling? Or what’s going on through your mind, is your family okay? And I think just asking us questions about our society and things that affect us is really important… of course lesson plans can be difficult to make. And I do appreciate teachers who are kind of always learning and teaching and writing, but it is important to kind of be dynamic and fluid and say, this major thing happened, so I'm going to address it.

Scholars stated that these issues should not be avoided yet they often were, causing stress, frustration and anger. Speaking about addressing current issues and events Akeem said educators

“… need to make it a conversation”…and when they make it a conversation, it can also inspire other kids to have conversations who differ from each other. Because if you take like a White student and a Black student, a White student wouldn’t necessarily understand the fear of being targeted because of their race. That’s something they’ll never have to live through. But by just starting a conversation, they can further their education on police brutalities and hate crimes and uplift voices to cater to these causes. So that’s why I feel like it’s a very necessary and important conversation to have.

This comment reaffirmed that formal lessons were not the way for educators to respond. No other topic evoked such a response from the scholars. Their common experiences, fears, and opinions were shared in a continuous flow of comments. Speaking for themselves, their siblings and classmates, current events have a deep and often unseen impact. Malaika, a scholar, offered thoughts on the impact of current events on the young.

I think the education system tends to miss in mental health, you know, like schools just expect students to see this things happening and pretend like everything is okay when it’s really not. When you watch a video of a child of color being murdered by an officer, or you hear about what happened to so many innocent women… just walking down on the streets, there’s this sort of like mix of anger, despair and fear, and students who just expect to come to school and pretend like nothing happened. Nobody’s bringing it up, nobody’s talking about it. And you just get so into your head, and you’re just trying to figure out why is nobody bringing this up? It’s just not a problem, which is for me uncomfortable because it is a problem. We need to make sure we put mental health as a priority because a lot of things are just happening around, and it’s hard to process that without actually talking about it. And making such conversations seem like taboo, essentially builds this whole discomfort. And it keeps on amplifying the oppression when we don’t bring it up. And we have to, we put mental health at the forefront. We don’t always have to do school stuff, learn about math or English. Sometimes students just want to talk, and we listen to them and have conversations like all through the school and that’s okay. We need to have that more.

These expectations are a challenge for all educators. For candidates the concerns are significant. The scholars contended that their teachers and schools were remiss in dealing with this. Thus, candidates in clinical experiences may not have observed intentional and meaningful ways to bring these issues forward. College readings and discussions may not well prepare them. Katherine, a candidate, offered thoughts on current issues, and how as a future teacher she plans to address controversial topics.

…to me it begins with learning about my students, knowing them. Now, like for example, the previous question: how would I cover that conversation? How can they have that conversation in my classroom, if I have students whose parents are part of law enforcement? … I need to be really careful to see it to, not to hurt my students’ feelings from both sides. And… I need to see how I can cover certain issues…it’s very delicate… And as you guys mentioned, as the students have mentioned before, listening, I think it’s the best key that we can have as a teacher and allow our students to express, to share their fears or their discomfort, and get a conversation from that. And there is no one thing that I could say, oh, I'm going to go tomorrow to my class and I'm going to do this. I'm going to have a list of to do things, because it might, you know, as teachers, that it doesn’t really work that way when you are in the classroom. But, knowing your students, knowing not just the background, the family dynamics if the students are open to share. Some of students are not open to share or they are not used to sharing their feelings, their opinions. So we also have to respect that. In some cultures, children are not allowed to share their opinions and it’s not because they’re less than adults, it’s just a part of the culture. And we also have to see that and respect that. It’s so many things that we need to take into consideration. And once you are into your classroom, once you know your students, that’s how you start building up the communication and the trust with them.

The response to current issues that overwhelm scholars begins long before an issue surfaces. It begins in the classroom setting, beginning with the first day. Listening to and learning about scholars helps build a classroom climate where views are routinely expressed, actively attended to, and respectfully welcomed. As horrific as an event may be, the routine practice of dealing with difficult topics provides comfort in addressing an immediate situation.

Every contributor to the topic of current events stressed the need to invite conversation, ask questions, express support for scholar voice and then share information if needed. This is personal. It recognizes the differences and experiences of those in the classroom. It is respectful and caring. It is patient. It allows the school community to examine what happened, consider alternative perspectives, scaffold on prior knowledge and history, and if necessary, reflect on what to do.

Summary thoughts: What needs to be done?

Scholar Akeem described his vision as a scholar of what needs to be done.

My vision for American youth is for everyone to be granted equal opportunities and resources and that, all students do feel visible because we were talking about the topic of invisibility…I feel like the education system can be completely unfair at times, and that there are schools out there and not even just schools, but schools, teachers, or school districts that cater to specific types of students…And like I said, students need to be visible. They need to be heard and they need to be seen. So that’s something I want to be incorporated into the vision.

Kenneth, a scholar, joined in with additional thoughts.

Yes, the school systems are very unfair and I feel like, history books are only taught from one perspective. So if you wanted to accurately teach the youth, you’d want to switch the perspective of history, show one side, show the other side, and show how the media portrayed that so that you can get all, you can hit all the points and that all your students truly understand what happened.

Another scholar, Jade, went on to explain.

I personally can’t go out and speak for the Asian American community, for example, cause I'm not part of that community, regardless of how many books you read, how much knowledge you have, it would never be more significant than their experience. And that’s why I think that conversations are definitely important to have. I remember sitting in a class one day and someone was like homophobic, and the teacher was kind of like cut it out. So I feel like just stepping in and doing something about it helps students sort of feel more safe around you to have a conversation. Like to shut it down and say, Hey, let’s talk about why you think this way. Let’s have an open conversation right now regardless of whatever it is that you are teaching in that moment, whatever the topic is, this is something that literally affect people’s lives, daily lives.

Offering a candidate’s perspective Brandon made the point that this work is needed everywhere.

Some people view it as, oh only history and English, they’re the only ones who should be focused on teaching Black history and not like math or science, because that’s like STEM, it’s not related, but that’s not the case at all. It’s interrelated with everything. And… (he cites one professor) always talks about being a teacher, your first response is… your moral responsibility as a teacher. No matter what, you have to be morally responsible as a teacher…. If the students aren’t comfortable…why would they even care about algebra coming from somebody who doesn’t, who they view as doesn’t care about them?

Andrea, a scholar, complemented the candidates,

Your future students are going to be really lucky and the fact that you and the other future teachers are like on this panel and are willing to learn is just the first step. For me… to teach certain topics, certain like sensitive topics, it all boils down to who you are as a teacher. Like there’s certain teachers that I wouldn’t go to talk about specific topics. So it all boils down to how you interact with your students…. you’re a teacher and they’re a student…students are not just students, they’re also human beings”. She went on to say, “So if you treat them as human beings, they’re going to be, feel more comfortable. And won’t like, silence my voice.

Kamiyah stated that she appreciated the questions and thoughts shared by the candidates. She recognized that there are barriers between scholars and teachers, influenced by differences in race, lived experience, and cultural background. These barriers can be significant if the teacher is not aware of the needs of the scholars, and comfortable in framing conversation using that knowledge. Kamiyah added additional considerations for the candidates.

… I think that’s one of the things that will help you as a teacher being down to earth with your students. Cause that’s what students feel like, like how Andrea was saying, like, when you feel like you can talk to somebody about certain situations, it kind of breaks the barrier that you have between you and your teacher. And also another thing I was going to add was…to allow for the students to feel like they can express themselves. I know earlier we were talking about like the idea of feeling invisible. To allow for every student to feel like the door is open, that we can talk about this. I go to a performing arts school and I've always noticed that even incorporating the arts, like you can write a poem about it…because we don’t all express ourselves in the same way. Some of us sing it out, some of us cry it out, some of us write it out. So to even allow for that door to be open to express yourself and that whatever way that you can to get your point across, I feel like you’ll connect with the students better in that way.

Things have changed. Much more remains to be done

Oscar, a candidate, stressed the need to be routinely conscious of content. He stated that as a future educator he must always be examining text and related materials to make sure that they are authentic and relevant to the school community. Teachers must know their content, but not just within the narrow traditional canon.

…what I mean by that is as an English teacher, I have the obligation to always, always, always keep up with texts. It’s obligatory for all of us to keep up with texts, to always be learning about new things. And then even if I were to stick with Shakespeare, I'll give you the example…most, all the themes that are focused on deal with betrayal or loyalty, betrayal, all that, but seldom is race talked about from the play, and how Othello is affected. And how he sees himself with his identity crisis, which I haven’t gone into other than on the university level, which I hope to bring to the secondary education level. Just the broadening of that. So in short, I'll say my vision is for educators to be expert content delivers by being open to every text. That goes for history, math, English, whichever subject or content area, you must be an expert at it.

Implications for pre-service teacher education programs: What next?

Much needs to change. One step in the process is to reexamine teacher preparation. Those being taught need to be part of a conversation about what gets taught, with those who plan to teach. All have much to learn and much to teach. Those in our classrooms are not isolated and independent persons. Everyone is part of families and communities. The views, experiences, understandings, and conflicts within all these audiences inform the individual and can make adapting new information easy or difficult. Those beyond the school communities influence how and if the school efforts will be successful. The needed change includes finding ways for the voice of families and communities to be part of the process of preparing teachers.

The traditional university model, supplemented by clinical experiences, would benefit from re-thinking ways in which candidates and scholars interact. A newer model might envision inviting stakeholders to explore how best to bring resources and opportunities to create stronger partnerships that can support change. That objective is a daunting one, with potential obstacles inherent in the nature of the institutions involved. However, replicating in some way the work of the scholars and candidates described here merits consideration. Despite a global pandemic and the difficult situations facing schools at every level, an arena was created that brought candidates and scholars together into dialogue about key elements facing urban, diverse schools. One entire cohort group of candidates joined twenty-five classes of scholars in reading a common text. The topics and implications were discussed in classrooms and then in virtual sessions. The possibilities of expanding this in schools free from pandemic restrictions seems a worthy effort. The opportunity for both audiences to learn about and from one another appears to be stronger than our current models permit.

Given the bureaucratic nature of schools, the fractures within society, the political and economic strains that families and communities face, the prospect for the needed change is problematic. However, this project may well provide thoughts for possible first steps. It can be a framework for expanding ways in which stakeholders create spaces where authentic history is valued, where respectful and informed challenge is welcome, and where change is embraced as a n opportunity potential for growth. The partners in this project are in discussion over how to build on the work done already accomplished. The focus of this work will once again provide atypical opportunities for candidates and scholars to discuss teaching and learning outside of traditional clinical field placement experiences. The Baldwin piece is anticipated to be the framework for another common reading, continuing the prompts for both groups to address what has changed, what has not changed, and what needs to change.

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Appendix

Chart A. The chart below shows the data collected by the college administration for accrediting purposes indicating the percentage of secondary candidates and their self -reported identities.

	2019	2020	2021
Asian	4%	4%	4%
Black or African American	0%	2%	2%
Hispanic or Latino	18%	13%	13%
Two or more races	0%	0%	0%
White	74%	79%	79%

Chart B. The chart below shows the most recent data provided on the district’s website.

	2018–19	2019-20	2020–21
Asian	0.1%	0.2%	0.2%
Black/African American	89.0%	87.2%	86.5%
Hispanic	9.5%	11.0%	11.7%
White	0.6%	0.6%	0.5%

Chart C. The chart below identifies the candidates and the scholars.

Scholars	Candidates
Andrea	Brandon
Kenneth	Josephine
Akeem	Katherine
Kamiyah	Oscar
Jacob	Rebecca
Truth
Malaika
Jade