Undoing Miseducation

We are pleased to announce the publication of a Special Issue of the Race and Pedagogy Journal. Undoing Miseducation: Centering Race and Unlearning Racism in Teacher RPIJournal.2Education features a collection of work that represents individual Master of Arts in Teaching students’ experiences with race and racism during student teaching in K-12 classrooms in Spring 2018. Their reflections capture some of the ways in which race and racism are visible, silenced, and/or dismissed in classrooms and schools. To access each reflection, download each PDF document to the left of the author’s name.

The collection embodies the 2018 Race and Pedagogy National Conference sub-theme of Undoing Miseducation: Reclaiming and Rewriting Narratives of Liberation. “. . . we must confront, make visible and take apart the deeply embedded and persistent structures of avoidance, suppression, distortion, and in Carter G. Woodson’s terms, “miseducation,” in educational structures of teaching and learning, academic and commercial textbook publishing, and in public political and cultural discourse. Undoing miseducation will RPIJournal.1involve . . . growing dispositions of humility, engaging in practices of reckoning and unlearning, and enlarging our capacities for deep listening and reciprocal critique.”

As a part of the capstone experience of their master’s work, students explored a dilemma
focused on centering race and unlearning racism. To make visible and name issues related to race and racism, students analyzed and wrote about evidence from their classroom experience and then designed representations of their thinking. These representations ranged from visuals and artist books to unit plans and resource binders. The Special Issue features images of students’ representations and their artist statements.

Framing questions guiding our collective inquiry included:

  • How do I define my racialized identity?
  • What does it mean to name and unlearn socialized assumptions, beliefs, and practices about race?
  • How does individual, interpersonal, and structural racism manifest in classrooms and schools?
  • What actions can I take to interrogate my biases and social location and tocontribute collaboratively to the ongoing work of equity?