Advancing Racial Equity in Extended Clinical Practices: A Collaborative Autoethnography Exploring Possibility

Abstract

In this collaborative autoethnographic inquiry, we target a recent trend in teacher preparation, extended clinical practice, that often viewed as a key component of teacher preparation. Drawing on institutional theory, Critical Race Theory, and institutional racism theory, we examine how and why extended clinical practice in schools reinforces racist schooling practices and outcomes through color-evasive practices disguised as color-neutral practices. Collaborative autoethnography affords us the tools to simultaneously interrogate our own actions and make visible institutional racism that is often hidden. Our findings highlight several tensions within extended clinical practice, and we identify racialized institutional pressures across multiple contexts. We conclude with recommendations for teacher educators, including ourselves, who work toward greater racial equity in teacher preparation and K-12 schooling.