Brittany Aronson

Associate Professor of Teacher Education

Pennsylvania State University

United States

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About

Dr. Brittany Aronson is an Associate Professor of Teacher Education at Penn State University, USA. Her research areas focus on social justice in teacher education, critical race theory, and the intersections of race and identity within educational practices. Recent articles highlight her work on fostering equity and addressing anti-Blackness in educational contexts, alongside the development of critical collaborative frameworks for teacher preparation.

Articles (13)

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2025

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2024

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2022

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2021

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2021

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2021

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2021

Collaborators (4)

Katherine Batchelor

Professor of English Education

University of Miami

UNITED STATES

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Esther Enright

Assistant Professor

University of Maine

UNITED STATES

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Ganiva Reyes

Associate Professor

University of Miami

UNITED STATES

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Meredith Wronowski

University of Dayton

UNITED STATES

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Brittany Aronson

Research Interests

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Articles (13)

A Path Forward: A Critical Race Mixed-Methods Study of Social Justice Teacher Education

(Be)coming Socially Just Teacher Educators: The Role of Critical Collaborative Teacher Education

Critical community building in action: a triad of faculty, graduate and undergraduate students working for racial justice

Moving toward a Comprehensive Program of Critical Social Justice Teacher Education: A QuantCrit Analysis of Preservice Teachers’ Perceptions of Social Justice Education

“Sitting With...“ Narratives of Teaching About Antiblackness in Teacher Education

Latinx and Asian Engagement/Complicity in Anti-Blackness

“It reeks of first-wave whiteness”: a reimagined critical whiteness studies and feminist of color teacher education

Critical race theory and the teacher education curriculum: challenging understandings of racism, whiteness, and white supremacy

Working in Solidarity: An Intersectional Self-Study Methodology as a Means to Inform Social Justice Teacher Education

A Call for Critical Intersectional Religious Literacies: An Intersectional Examination of Whiteness and Christian Privilege in Teacher Education

A Negotiated Relationship: Nuances of “Whitened” Biracial Educator Identities

“The Last Refuge of the Incompetent”: Urban Teacher Perceptions of Their Positions in Public Discourse

Developing an Angled Perspective as Teacher Educators: Using Narrative Reflection to Disrupt the Funding of Identity in Teacher Education

Collaborators (4)

Katherine Batchelor

Esther Enright

Ganiva Reyes

Meredith Wronowski

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