Próximo(s)

¿En qué estamos induciendo a los maestros de Color? Cómo acabar con la evasión racial para crear políticas y prácticas de desarrollo profesional y tutoría que respondan a las necesidades

Autores/as

DOI:

https://doi.org/10.14507/epaa.32.8336

Palabras clave:

maestros de Color, desarrollo profesional, tutoría, raza, política educativa

Resumen

O desenvolvimento profissional e a mentoria são suportes essenciais projetados para facilitar o crescimento e a aclimatação à profissão de ensino, bem como promover a estabilidade e o sucesso de novos educadores. No entanto, ambos os campos de estudo foram ocupados por uma normalização da branquitude e dos maestros brancos, o que muitas vezes negligencia as experiências, perspectivas e necessidades dos maestros de Cor. À medida que tentamos diversificar a força de ensino, é importante entender como o desenvolvimento profissional e a mentoria de maestros podem ser responsivos aos maestros de Cor. Neste artigo, revisamos a literatura sobre desenvolvimento profissional de maestros e mentoria de maestros para e por maestros de Cor. Através das lentes de nossa análise, exploramos as limitações na política atual e fornecemos exemplos de estudos de caso de como atender maestros de Cor. Também oferecemos recomendações de políticas que podem orientar melhor o desenvolvimento profissional e as práticas de mentoria racialmente alfabetizadas e culturalmente sustentáveis, para que os maestros de Cor possam crescer, prosperar e impactar positivamente as escolas em direção às metas para as quais estão sendo recrutados.

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Biografía del autor/a

Rita Kohli, University of California, Riverside

Rita Kohli is a professor in the School of Education at the University of California, Riverside, and co-director of the Institute for Teachers of Color Committed to Racial Justice. Her research examines race, teachers, and teacher education, with specific focus on teachers of Color.

Re’Nyqua Farrington, University of California, Riverside

Re’Nyqua Farrington (she/her) is a Ph.D. student in education, society, and culture at the University of California, Riverside. Her research interests broadly focus on investigating and disrupting the intersections between public schools, prisons, and anti-Blackness in the US. Before her doctoral studies, Re’Nyqua received her BS in English education from Nova Southeastern University and later completed her MEd in diversity and equity from the University of California, Riverside.

Sarah De La Garza, Texas Tech University

Sarah De La Garza is an assistant professor in the Educational Psychology, Leadership, and Counseling Department in the College of Education at Texas Tech University. Her research interests focus on dual language bilingual education leadership, bilingual teacher preparation, emergent bilingual/ Latino student success, and program evaluation. Dr. De La Garza has professional experience as a secondary instructor and served as a campus and district administrator in charter and Catholic schools in Texas.

Belinda Flores, University of Texas at San Antonio

Belinda Bustos Flores is Associate Dean of Strategic Partnerships, Preparation, & Growth and a professor in the Department of Bicultural-Bilingual Studies, College of Education and Human Development at the University of Texas at San Antonio. Dr. Flores is the founder of the nationally recognized, award-winning Academy for Teacher Excellence Research Center at UTSA, and her research focuses on teacher personal and professional  identity and beliefs.

Socorro Herrera, Kansas State University

Socorro Herrera is a professor in the Department of Curriculum and Instruction, College of Education at Kansas State University and the Executive Director of the Center for Intercultural and Multilingual Advocacy (CIMA). As an international keynote speaker, district consultant, and trainer of trainers, she has collaborated with families, teachers, and administrators in charting new paths for the success of culturally and linguistically diverse students. Dr. Herrera has authored six textbooks and numerous articles for publication in journals such as Bilingual Research Journal, Journal of Research in Education, Journal of Latinos and Education, and International Journal of Multicultural Education.

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Publicado

2024-09-24

Cómo citar

Kohli, R., Farrington, R., De La Garza, S., Flores, B., & Herrera, S. (2024). ¿En qué estamos induciendo a los maestros de Color? Cómo acabar con la evasión racial para crear políticas y prácticas de desarrollo profesional y tutoría que respondan a las necesidades. Archivos Analíticos De Políticas Educativas, 32. https://doi.org/10.14507/epaa.32.8336

Número

Vol. 32 (2024)

Sección

Research on Teachers of Color and Indigenous Teachers

Licencia

Derechos de autor 2024 Rita Kohli, Re’Nyqua Farrington, Sarah De La Garza, Belinda Flores, Socorro Herrera

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-CompartirIgual 4.0.