{"id":{"repo_id":"alverno","oai_identifier":"oai:alverno.omeka.net:875"},"canonical_url":"https://search.dev.ndltd.org/etd/alverno/oai:alverno.omeka.net:875","repository":{"repo_id":"alverno","name":"Alverno College","base_url":"https://alverno.omeka.net/oai-pmh-repository/request"},"display":{"title":"No such thing as neutral: An exploration of antiracist teacher preparation","abstract":"Flemming, Challa I. As student populations in the United States have become increasingly diverse, teacher education programs have worked to prepare educators to effectively teach culturally and linguistically diverse students. Scholarship on multicultural education emerged in the 1980s, followed by culturally responsive and culturally relevant pedagogy in the early 1990s. In the late 1990s, the social justice education movement evolved to address structural changes in the educational environment to benefit all students, regardless of social identity. However, these practices have failed to adequately address the role of race and racism in American schools. The persistence of individual, institutional, and systemic racism in the US education system necessitates the advancement of antiracist education. To support this priority, teacher education programs must prepare antiracist practitioners. This study explored how a one-year masters-level teacher residency program prepares antiracist secondary-level urban educators.","abstract_html":"Flemming, Challa I. As student populations in the United States have become increasingly diverse, teacher education programs have worked to prepare educators to effectively teach culturally and linguistically diverse students. Scholarship on multicultural education emerged in the 1980s, followed by culturally responsive and culturally relevant pedagogy in the early 1990s. In the late 1990s, the social justice education movement evolved to address structural changes in the educational environment to benefit all students, regardless of social identity. However, these practices have failed to adequately address the role of race and racism in American schools. The persistence of individual, institutional, and systemic racism in the US education system necessitates the advancement of antiracist education. To support this priority, teacher education programs must prepare antiracist practitioners. This study explored how a one-year masters-level teacher residency program prepares antiracist secondary-level urban educators.","abstract_has_math":false,"creators":["Flemming, Challa I."],"institution":"Alverno College","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023","date_published":"2023","updated_at":"2026-07-27T18:44:40Z","subjects":["Culturally relevant pedagogy","Social justice and education","Teachers--Training of"],"languages":["English"],"rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://alverno.omeka.net/items/show/875","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Flemming, Challa I."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2023"]},{"key":"dc:publisher","label":"Institution","values":["Alverno College"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Culturally relevant pedagogy","Social justice and education","Teachers--Training of"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://alverno.omeka.net/items/show/875"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Flemming, Challa I. As student populations in the United States have become increasingly diverse, teacher education programs have worked to prepare educators to effectively teach culturally and linguistically diverse students. Scholarship on multicultural education emerged in the 1980s, followed by culturally responsive and culturally relevant pedagogy in the early 1990s. In the late 1990s, the social justice education movement evolved to address structural changes in the educational environment to benefit all students, regardless of social identity. However, these practices have failed to adequately address the role of race and racism in American schools. The persistence of individual, institutional, and systemic racism in the US education system necessitates the advancement of antiracist education. To support this priority, teacher education programs must prepare antiracist practitioners. This study explored how a one-year masters-level teacher residency program prepares antiracist secondary-level urban educators."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["No such thing as neutral: An exploration of antiracist teacher preparation"]}]}],"canonical_facts":{"dc:creator":["Flemming, Challa I."],"dc:date":["2023"],"dc:description":["Flemming, Challa I. As student populations in the United States have become increasingly diverse, teacher education programs have worked to prepare educators to effectively teach culturally and linguistically diverse students. Scholarship on multicultural education emerged in the 1980s, followed by culturally responsive and culturally relevant pedagogy in the early 1990s. In the late 1990s, the social justice education movement evolved to address structural changes in the educational environment to benefit all students, regardless of social identity. However, these practices have failed to adequately address the role of race and racism in American schools. The persistence of individual, institutional, and systemic racism in the US education system necessitates the advancement of antiracist education. To support this priority, teacher education programs must prepare antiracist practitioners. This study explored how a one-year masters-level teacher residency program prepares antiracist secondary-level urban educators."],"dc:format":["PDF"],"dc:identifier":["https://alverno.omeka.net/items/show/875"],"dc:language":["English"],"dc:publisher":["Alverno College"],"dc:rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"dc:subject":["Culturally relevant pedagogy","Social justice and education","Teachers--Training of"],"dc:title":["No such thing as neutral: An exploration of antiracist teacher preparation"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T18:44:40Z"}