{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/124181"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/124181","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Anti-racist educators: The role of teacher education in preparing anti-racist educators","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","abstract_has_math":false,"creators":["Satterfield, Michelle"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Hood, Denice W","Hale, Jon","Lee, Sharon","Pak, Yoon"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05","date_published":"2024-05","updated_at":"2026-07-22T22:25:00Z","subjects":["Positionality","Anti-racist Pedagogy","Culturally Responsive Pedagogy","Agency","Performative","Confidence In Racial Understanding","Transformative Learning"],"languages":["en","eng"],"rights":["Copyright 2024 Michelle Satterfield"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/124181","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hood, Denice W","Hale, Jon","Lee, Sharon","Pak, Yoon"]},{"key":"dc:creator","label":"Author","values":["Satterfield, Michelle"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-05","2023-12-04"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Positionality","Anti-racist Pedagogy","Culturally Responsive Pedagogy","Agency","Performative","Confidence In Racial Understanding","Transformative Learning"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2024 Michelle Satterfield"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/124181"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","The student, Michelle Satterfield, accepted the attached license on 2023-11-30 at 13:31.","The student, Michelle Satterfield, submitted this Dissertation for approval on 2023-11-30 at 14:02.","This Dissertation was approved for publication on 2023-12-04 at 11:51.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20087 on 2024-09-16 at 00:32:48","This study aimed to explore the pedagogical approaches that teacher educators can employ to guide a sample of Midwestern, self-identifying white teacher education students on a transformative journey from their current understanding of racial inequities toward becoming an anti-racist educator during their student teaching experience. With a student population becoming more culturally and racially diverse, white teachers must learn about their white identity while understanding how it affects their presence and positionality as a teacher in a classroom of culturally and racially diverse students. It is no longer enough to simply be a culturally responsive teacher. A teacher must be more. They must be an anti-racist educator, meaning they do not actively support racist policies that place some individuals in inequitable learning conditions (Kendi, 2019). This study sought to determine which pedagogical approaches should be used by teacher educators to educate preservice teachers to be anti-racist. The study utilized the experiences of preservice teachers to guide me, a teacher educator, to make better pedagogical choices when mentoring preservice teachers to be anti-racist. The research study revealed that engaging in discussions focused on race had a direct impact on the confidence levels of preservice teachers. When a preservice teacher is confident in participating in race-centered discourse, they show agency in their discourse and teaching. However, when a preservice teacher participates little in race-centered discussions, their actions and words are performative. Teacher preparation programs must differentiate learning centered around race while teacher educators must determine preservice teachers’ level of understanding of race and positionality to adjust their instruction to meet the needs of their students."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Anti-racist educators: The role of teacher education in preparing anti-racist educators"]}]}],"canonical_facts":{"dc:contributor":["Hood, Denice W","Hale, Jon","Lee, Sharon","Pak, Yoon"],"dc:creator":["Satterfield, Michelle"],"dc:date":["2024-05","2023-12-04"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","The student, Michelle Satterfield, accepted the attached license on 2023-11-30 at 13:31.","The student, Michelle Satterfield, submitted this Dissertation for approval on 2023-11-30 at 14:02.","This Dissertation was approved for publication on 2023-12-04 at 11:51.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20087 on 2024-09-16 at 00:32:48","This study aimed to explore the pedagogical approaches that teacher educators can employ to guide a sample of Midwestern, self-identifying white teacher education students on a transformative journey from their current understanding of racial inequities toward becoming an anti-racist educator during their student teaching experience. 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When a preservice teacher is confident in participating in race-centered discourse, they show agency in their discourse and teaching. However, when a preservice teacher participates little in race-centered discussions, their actions and words are performative. Teacher preparation programs must differentiate learning centered around race while teacher educators must determine preservice teachers’ level of understanding of race and positionality to adjust their instruction to meet the needs of their students."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/124181"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Michelle Satterfield"],"dc:subject":["Positionality","Anti-racist Pedagogy","Culturally Responsive Pedagogy","Agency","Performative","Confidence In Racial Understanding","Transformative Learning"],"dc:title":["Anti-racist educators: The role of teacher education in preparing anti-racist educators"],"dc:type":["text"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:00Z"}