Conditions for successful racism-sensitive teacher education. A theoretical examination of racism in university studies, teacher training, and career entry

Recent research shows that schools and teacher education embedded in racist structures. Despite this high relevance, there are significant gaps in research in the German context. In particular, the different racism relevant positionings of students, student teachers, and teachers, as well as the potential experiences of racism among (prospective) teachers, have received little attention to date.

The GraL junior/Early-Career research group therefore examines structures and factors related to racism across the three phases of teacher education: undergraduate studies, teaching training, and entry into the profession. In doing so, GraL aims to reconstruct, analyze, and theorize the conditions that tend to  facilitate the success of racism-sensitive teacher education and the associated establishment of racism-sensitive perspectives of pedagogical professionalism.