oa Research: “I’ve always had the abolitionist spirit in me”: Preservice Teachers of Color and Pedagogies of Abolitionist Praxis

References

1. Achinstein B. Ogawa R. T. (2012) New teachers of color and culturally responsive teaching in an era of educational accountability: Caught in a double bind. Journal of Educational Change, 13(1), 1–39.
   [Google Scholar]
2. Alexander Q. (2022) Teaching abolitionist praxis in the everyday. In Bierria A. Caruthers J. Lober B. (Eds.), Abolition feminisms: Vol. 2. Feminist ruptures against the carceral state (pp. 275–291). Haymarket Books.
   [Google Scholar]
3. Amos Y. (2018) Latina bilingual education teachers: Examining structural racism in schools. Routledge.
   [Google Scholar]
4. Anderson L. M. Stillman J. A. (2013) Student teaching’s contribution to preservice teacher development: A review of research focused on the preparation of teachers for urban and high-needs contexts. Review of Educational Research, 83(1), 3–69.
   [Google Scholar]
5. Angelou M. (1993) Names. In Gerschel L. (ed.) Quartet of stories. Longman Literature.
   [Google Scholar]
6. Beneke M. R., Machado E. Taitingfong J. (2024) Dismantling carceral logics in the urban early literacy classroom: Towards liberatory literacy pedagogies with/ for multiply-marginalized young children. Urban Education, 59(6), 1871–1904.
   [Google Scholar]
7. Bettini E., Cormier C. J., Ragunathan M. Stark K. (2022) Navigating the double bind: A systematic literature review of the experiences of novice teachers of color in K–12 schools. Review of Educational Research, 92(4), 495–542.
   [Google Scholar]
8. Braun V. Clarke V. (2012) Thematic analysis. In Cooper H., Camic P., Long D., Panter A., Rindskopf D. Sher K. (Eds.), APA handbook of research methods in psychology: Vol. 2. Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). American Psychological Association.
   [Google Scholar]
9. Bristol T. J. Martin-Fernandez J. (2019) The added value of Latinx and Black teachers for Latinx and Black students: Implications for policy. Policy Insights from the Behavioral and Brain Sciences, 6(2), 147–153.
   [Google Scholar]
10. Cabral B. (2024) Get “with it”: Extending the study of educational carcerality and an educational abolitionism praxis. Educational Studies, 60(3), 289–307.
    [Google Scholar]
11. Camangian P. R. (2021) Let’s break free: Education in our own image, voice, and interests. Equity & Excellence in Education, 54(1), 28–38.
    [Google Scholar]
12. Carson G. L. (2022) Tribal sovereignty, decolonization, and abolition: Why tribes should reconsider punishment. UCLA Law Review, 69(1076), 1078–1128.
    [Google Scholar]
13. Charmaz K. (2014) Constructing grounded theory. SAGE.
    [Google Scholar]
14. Choi Y. (2018) Korean American social studies teachers’ perceptions and experiences of teaching profession in multicultural urban high schools. Race Ethnicity and Education, 21(1), 105–117.
    [Google Scholar]
15. Clarke A. (2022) Songs of school abolition. Curriculum Inquiry, 52(2), 108–128.
    [Google Scholar]
16. Cochran-Smith M. Keefe E. S. (2022) Strong equity: Repositioning teacher education for social change. Teachers College Record, 124(3), 9–41.
    [Google Scholar]
17. Davis A. Y. (2003) Are prisons obsolete? Seven Stories Press.
    [Google Scholar]
18. Davis A. Y., Dent G., Meiners E. R. Richie B. E. (2022) Abolition. Feminism. Now. Haymarket Books.
    [Google Scholar]
19. Douglass F. (1975) What the Black man wants. The life and writings of Frederick Douglass, Vol. 4: Reconstruction and After (Phoner P. S., Ed.). International Publishers. (Original work published 1865)
    [Google Scholar]
20. Dozono T. (2022) A curriculum and pedagogy of prison abolition: Transforming the civics classroom through an abolitionist framework. The Urban Review, 54(3), 411–427.
    [Google Scholar]
21. Dumas M. J. (2014) “Losing an arm”: Schooling as a site of black suffering. Race Ethnicity and Education, 17(1), 1–29.
    [Google Scholar]
22. Emerson R. M., Fretz R. I. Shaw L. L. (2011) Writing ethnographic fieldnotes. University of Chicago Press.
    [Google Scholar]
23. Esposito J. Evans-Winters V. (2021) Introduction to intersectional qualitative research. SAGE.
    [Google Scholar]
24. Freire P. (1970) Pedagogy of the oppressed. Continuum. Freire P. Macedo D. (1987). Literacy: Reading the word and the world. Bergin & Garvey.
    [Google Scholar]
25. Getachew S. (2021, March 11). Oakland eliminated its school police force—so what happens now? KQED. www.kqed.org/arts/13893831/oakland-eliminated-its-school-police-force-so-what-happens-now
    [Google Scholar]
26. Gist C. D. (2018) Black educators fight back: Facing and navigating vulnerability and stress in teacher development. The Urban Review, 50(2), 197–217.
    [Google Scholar]
27. Givens J. R. (2021) Fugitive pedagogy: Carter G. Woodson and the art of Black teaching. Harvard University Press.
    [Google Scholar]
28. González R. A. (2024) A community of abolitionist praxis: A fugitive approach to (re)imagining and (re)configuring teacher education. Manuscript submitted for publication.
    [Google Scholar]
29. González R. A. (2017) “If not you, then who, & if not now, then when?”: Maintaining a social justice paradigm as a novice educator. California English, 21(4), 23–26.
    [Google Scholar]
30. González R. A. (2018) “Students with big dreams that just need a little push”: Self-empowerment, activism, & institutional change through PAR EntreMundos. In Ayala J., Cammarota J., Berta-Ávila M., Rivera M., Rodríguez L., & Torre M. (Eds.), PAR EntreMundos: A pedagogy of the Amerícas (pp. 169–199). Peter Lang.
    [Google Scholar]
31. González R. A. Garcia A. (in press). Abolitionist literacies within and beyond English language arts classrooms. In Morrell E., Ríos C. de los, Garcia A., Lyiscott J. Mirra N. (Eds.), Critical English Education: Enduring Voices, New Perspectives. Routledge.
    [Google Scholar]
32. González R. A. Jones B. L. (2024) “Dreaming of freedom”: How interdisciplinary literacy instruction empowered elementary students to envision a world without prisons and police. Manuscript submitted for publication.
    [Google Scholar]
33. González R. A. Robillard S. M. (2024) Liberating ELA classrooms: Nurturing an abolitionist praxis among pre-service teachers. English Education, 56(2), 105–107.
    [Google Scholar]
34. Goodwin A. L. Darity K. (2019) Social justice teacher educators: What kind of knowing is needed? Journal of Education for Teaching, 45(1), 63–81.
    [Google Scholar]
35. Hannah-Jones N. Watson R. (2021) The 1619 Project: Born on the water. Penguin.
    [Google Scholar]
36. hooks b. (1994) Teaching to transgress: Education as the practice of freedom. Routledge.
    [Google Scholar]
37. Jones B., Markoff B. Carter Andrews D. J. (2022) On “ceding space”: Pushing back on idealized whiteness to foster freedom for students of color. In Browne S. & Jean-Marie G. (Eds.), Reconceptualizing social justice in teacher education: Moving to anti-racist pedagogy (pp. 85–104). Palgrave Macmillan.
    [Google Scholar]
38. Jones S. P. (2020) Ending curriculum violence. Teaching Tolerance, 64, 47–50.
    [Google Scholar]
39. Kaba M. (2017, May 8). Free us all: Participatory defense campaigns as abolitionist organizing. The New Inquiry. https://thenewinquiry.com/free-us-all/
    [Google Scholar]
40. Kaba M. (2021) We do this ’til we free us: Abolitionist organizing and transforming justice. Haymarket Books.
    [Google Scholar]
41. Kaba M. (2022) See you soon (Diaz B., Illus.). Haymarket Books.
    [Google Scholar]
42. Kelley R. D. G. (2002) Freedom dreams: The black radical imagination. Beacon Press.
    [Google Scholar]
43. King J. E. James W. (2022) Colleges of education: A national portrait. American Association of Colleges for Teacher Education.
    [Google Scholar]
44. King M. L., Jr. (1963) Letter from Birmingham jail [Open letter].
    [Google Scholar]
45. Kinloch V. (2018) Necessary disruptions: Examining justice, engagement, and humanizing approaches to teaching and teacher education. TeachingWorks. www.teachingworks.org/images/files/TeachingWorks_Kinloch.pdf
    [Google Scholar]
46. Kohli R. (2021) Teachers of color: Resisting racism and reclaiming education. Harvard Education Press.
    [Google Scholar]
47. Kohli R. Pizarro M. (2016) Fighting to educate our own: Teachers of color, relational accountability, and the struggle for racial justice. Equity & Excellence in Education, 49(1), 72–84.
    [Google Scholar]
48. Kohli R. Pizarro M. (2022) The layered toll of racism in teacher education on teacher educators of color. AERA Open, 8(1), 1–12.
    [Google Scholar]
49. Lindstrom C. (2020) We are water protectors (Goade M., Illus.). Macmillan.
    [Google Scholar]
50. Lorde A. (1978) A litany for survival. In The black unicorn (pp. 31–32). Norton.
    [Google Scholar]
51. Love B. L. (2019) We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.
    [Google Scholar]
52. Love B. L. (2023) Punished for dreaming: How school reform harms Black children and how we heal. St. Martin’s Press.
    [Google Scholar]
53. Maddamsetti J. (2021) Navigating emotion work by using community cultural wealth: Student teaching experiences of teacher candidates of color. Equity & Excellence in Education, 54(3), 252–270.
    [Google Scholar]
54. Maddamsetti J. (2024) Cultivating asset-, equity-, and justice-oriented identities: Urban field experiences of elementary preservice teachers of color. Urban Education, 59(1), 210–243.
    [Google Scholar]
55. McKinney de Royston M., Vakil S., Nasir N. S., Ross K. M., Givens J. Holman A. (2017) “He’s more like a ‘brother’ than a teacher”: Politicized caring in a program for African American males. Teachers College Record, 119(4), 1–40.
    [Google Scholar]
56. Mensah F. M. (2019) Finding voice and passion: Critical race theory methodology in science teacher education. American Educational Research Journal, 56(4), 1412–1456.
    [Google Scholar]
57. Mills C. Ballantyne J. (2016) Social justice and teacher education: A systematic review of empirical work in the field. Journal of Teacher Education, 67(4), 263–276.
    [Google Scholar]
58. Morales-Doyle D., Varelas M., Segura D., & Bernal-Munera M. (2021) Access, dissent, ethics, and politics: Pre-service teachers negotiating conceptions of the work of teaching science for equity. Cognition and Instruction, 39(1), 35–64.
    [Google Scholar]
59. Morgan H. (2022) Resisting the movement to ban critical race theory from schools. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 95(1), 35–41.
    [Google Scholar]
60. Muñiz J. O. (2021) Exclusionary discipline policies, school-police partnerships, surveillance technologies and disproportionality: A review of the school to prison pipeline literature. The Urban Review, 53(5), 735–760.
    [Google Scholar]
61. Nazario S. (2007) Enrique’s journey: The story of a boy’s dangerous odyssey to reunite with his mother. Random House.
    [Google Scholar]
62. Patel L. (2016) Pedagogies of resistance and survivance: Learning as marronage. Equity & Excellence in Education, 49(4), 397–401.
    [Google Scholar]
63. Petrus J. (2023) Can we please give the police department to the grandmothers? Dutton Books for Young Readers.
    [Google Scholar]
64. Pham J. H. (2022) Racial micropolitical literacy: Examining the sociopolitical realities of teachers of color co-constructing student transformational resistance. Curriculum Inquiry, 52(5), 518–543.
    [Google Scholar]
65. Pham J. H. Philip T. M. (2021) Shifting education reform towards anti-racist and intersectional visions of justice: A study of pedagogies of organizing by a teacher of color. Journal of the Learning Sciences, 30(1), 27–51.
    [Google Scholar]
66. Picower B. (2021) Reading, writing, and racism: Disrupting whiteness in teacher education and in the classroom. Beacon Press.
    [Google Scholar]
67. Pizarro M. Kohli R. (2020) “I stopped sleeping”: Teachers of color and the impact of racial battle fatigue. Urban Education, 55(7), 967–991.
    [Google Scholar]
68. Redding C. (2019) A teacher like me: A review of the effect of student-teacher racial/ethnic matching on teacher perceptions of students and student academic and behavioral outcomes. Review of Educational Research, 89(4), 499–535.
    [Google Scholar]
69. Riley K. Solic K. (2021) Abolitionist teacher education in the contact zone: Tensions of facilitating teacher candidate learning in activist educator spaces. Equity & Excellence in Education, 54(2), 152–164.
    [Google Scholar]
70. Rodríguez D. (2010) The disorientation of the teaching act: Abolition as pedagogical position. Radical Teacher: A Socialist, Feminist, and Anti-Racist Journal on the Theory and Practice of Teaching, 88, 7–19.
    [Google Scholar]
71. Rodríguez D. (2012) Racial/colonial genocide and the “neoliberal academy”: In excess of a problematic. American Quarterly, 64(4), 809–813.
    [Google Scholar]
72. Rodríguez D. (2019) Abolition as praxis of human being: A foreword. Harvard Law Review, 132(6), 1575–1612.
    [Google Scholar]
73. Rodríguez N. N. Salinas C. S. (2019) “La lucha todavía no ha terminado”: The struggle has not yet ended. Teaching immigration through testimonio and difficult funds of knowledge. Journal of Curriculum Theorizing, 34(3), 136–149.
    [Google Scholar]
74. Rodríguez-Mojica C., Rodela K. Ott C. (2020) “I didn’t wanna believe it was a race issue”: Student teaching experiences of preservice teachers of color. The Urban Review, 52(3), 435–457.
    [Google Scholar]
75. Sabati S., Pour-Khorshid F., Meiners E. R. Hernandez C. A. (2022) Dismantle, change, build: Lessons for growing abolition in teacher education. Teachers College Record, 124(3), 177–206.
    [Google Scholar]
76. Saldaña J. (2021) The coding manual for qualitative researchers. SAGE.
    [Google Scholar]
77. Scott L. A. Alexander Q. (2019) Strategies for recruiting and retaining black male specialeducation teachers. Remedial and Special Education, 40(4), 236–247.
    [Google Scholar]
78. Seidman I. (2019) Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers College Press.
    [Google Scholar]
79. Shah N. (2021) Racial equity and justice in teaching and teacher education: Progress, tensions, and open questions [White paper]. Spencer Foundation.
    [Google Scholar]
80. Sleeter C. E. (2001) Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94–106.
    [Google Scholar]
81. Souto-Manning M. (2019) Toward praxically-just transformations: Interrupting racism in teacher education. Journal of Education for Teaching, 45(1), 97–113.
    [Google Scholar]
82. Souto-Manning M. Emdin C. (2023) On the harm inflicted by urban teacher education programs: Learning from the historical trauma experienced by teachers of color. Urban Education, 58(6), 1238–1270.
    [Google Scholar]
83. Souto-Manning M., Martinez D. C. Musser A. D. (2022) ELA as English language abolition: Toward a pedagogy of communicative belonging. Reading Research Quarterly, 57(4), 1089–1106.
    [Google Scholar]
84. Spradley J. P. (2016) Participant observation. Waveland Press.
    [Google Scholar]
85. Stovall D. (2018) Are we ready for “school” abolition? Thoughts and practices of radical imaginary in education. Taboo: The Journal of Culture and Education, 17(1), 51–61.
    [Google Scholar]
86. Turner K. (2022) The making of abolitionist classroom community: A call for critical collective practices in the English classroom. Racial Literacies Informed by the Sociopolitical and Sociocultural Contexts for Youth, 2, 35–42.
    [Google Scholar]
87. Turner K., Wallace D., Miles-Langaigne D. Deras E. (2023) Toward Black abolition theory within radical abolition studies: Upending practices, structures, and epistemes of domination. Journal for Multicultural Education, 18(3), 275–288.
    [Google Scholar]
88. Taylor K.-Y (2021, May 7). The emerging movement for police and prison abolition. The New Yorker. www.newyorker.com/news/our-columnists/the-emerging-movement-for-police-and-prison-abolition
    [Google Scholar]
89. Valenzuela A. (1999) Subtractive schooling: U.S.-Mexican youth and the politics of caring. SUNY Press.
    [Google Scholar]
90. Williams A. (2022) The talk. Atheneum/Caitlyn Dlouhy Books.
    [Google Scholar]
91. Williams J. (2021, September 21). Lessons from Oakland’s move to police-free schools. EdSource. https://edsource.org/2021/lessons-from-oaklands-move-to-police-free-schools/661400
    [Google Scholar]
92. X M. (1965) The ballot or the bullet. Pacifica Foundation.
    [Google Scholar]
93. Yin R. K. (2018) Case study research and applications. SAGE.
    [Google Scholar]