To understand how dominant messages about race and effective pedagogy impact teacher beliefs and practice, this study employs critical race theory (CRT) in a case study analysis of Rebecca Rosenberg, a mid-career entrant into the teaching profession who was terminated from her first job before the end of her district’s probationary period. Despite believing she was teaching for social justice, being prepared in a program oriented toward social justice, and being hired in a school with a comparable mission, Rebecca’s beliefs and practices affirmed uncritical perspectives of the status quo regarding race, schooling, and social ascendance. This research underscores the substantial work to be done in preparing teachers to be reflective of the overarching cultural myths and majoritarian stories that may guide their practice.
Read When Claiming to Teach for Social Justice is Not Enough: Majoritarian Stories of Race, Difference, and Meritocracy in the current issue of BRE here.
In "Schooling in American Sign Language: A Paradigm Shift from a Deficit Model to a Bilingual Model in Deaf Education" , Tom Humphries presents a non-deficit lens towards addressing inequities in the education of deaf and hard-of-hearing children:
Deaf people have long held the belief that American Sign Language (ASL) plays a significant role in the academic development of deaf children. Despite this, the education of deaf children has historically been exclusive of ASL and constructed as an English-only, deficit-based pedagogy. Newer research, however, finds a strong correlation between ASL fluency and English literacy, supporting Deaf people’s belief. This article describes efforts at the University of California, San Diego to develop and field-test a teacher preparation program that combines best practices in bilingual education and deaf education. The training curriculum designed for this program incorporates cultural practices from the Deaf community into the training of teachers of deaf children, a paradigmatic shift from traditional deaf education pedagogy based on a deficit model to a socio-cultural view of deaf children and their schooling. This shift represents a significant new direction in addressing the chronic poor performance of schools in educating deaf and hardof-hearing children who as a group are severely undereducated. This article also provides background and rationale for the recent approval of ASL authorization on the Multiple Subjects teaching credential in California.
The Berkeley Review of Education (BRE), an open-access, peer-reviewed journal, is published biannually online and edited by students from the Graduate School of Education at the University of California, Berkeley. The BRE encourages senior and emerging scholars, practitioners, and policy-makers to submit articles that address issues of educational diversity and equity from various intra/interdisciplinary perspectives.