Navigating Narratives: “Othered” Educators and the Pathway to Licensure

Abstract

As an education scholar engaged in critical work, I often examine the myriad people and systems within our schools. Rarely do I have the opportunity to question my own narratives as profoundly as I did this past summer. Summer of 2024, I had planned to wrap up some projects and embark on an extended writing retreat. My plans took an unexpected turn when my university received a grant to help license alternatively certified educators in the state. The Foundational Acceleration and Support for Teachers (FAST) program began as a partnership between the university and districts to facilitate the transition from emergency to fully certified educator through training, mentoring, and coursework (Velasco et al., 2024). As a professor of a required technology course in the traditional teacher education program, I was asked to lead a similar course tailored to emergency-certified educators. As someone passionate about teaching, schools, and students, I eagerly accepted the challenge.