EdTPA, settler colonialism and antiblackness

Eve Tuck; Julie Gorlewski

doi:10.4324/9781315269566-2

EdTPA, settler colonialism and antiblackness

Eve Tuck, Julie Gorlewski

Applied Statistics, Social Science, and Humanities

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

This chapter explicates the ways in which certification assessments such as edTPA reproduce inequities related to settler colonialism and antiblackness. Too often in education policy analysis, issues of race are discussed briefly, if at all. This chapter argues that attending to constructions of race specific to settler colonialism is an important approach to education policy analysis. It sets the stage for the description of the study in Chapter 3 by describing the theoretical imperatives involved in the creation of the consortium.

Original language	English (US)
Title of host publication	Who Decides Who Becomes a Teacher?
Subtitle of host publication	Schools of Education as Sites of Resistance
Publisher	Taylor and Francis
Pages	23-37
Number of pages	15
ISBN (Electronic)	9781351979450
ISBN (Print)	9781138284340
DOIs	https://doi.org/10.4324/9781315269566-2
State	Published - Jan 1 2018

ASJC Scopus subject areas

General Social Sciences

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10.4324/9781315269566-2

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EdTPA, settler colonialism and antiblackness

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