Assistant Professor of English Gloria Park, along with fellow teacher education scholars and coauthors Lynnette Mawhinney and Carol Rinke, published “Being and Becoming a Teacher: How African American and White Preservice Teachers Envision Their Future Roles as Teacher Advocates” in The New Educator.
This article captures the life histories and professional futures of preservice teachers at three institutions of higher education. In this article, they focus on the experiences and expectations of four preservice teachers. They find that, although African American and white preservice teachers both see themselves as advocates for their students, those teachers envision different approaches to advocacy and their agency along racial lines. African American preservice teachers envision advocacy as serving as role models for their future students, while white preservice teachers advocate for their students through their instructional actions in the classroom. This study complicates ideas of race, agency, and teacher advocacy. Read the article here.
Mawhinney, L., Rinke, C., & Park, G. (2012). Being and becoming a teacher: How African American and White preservice teachers envision their future roles as teacher advocates. The New Educator, 8:4, 321-344.