Constructing Conversations Across Social Justice and Christianity

• In Event: Teacher Advocacy and Social Justice With English Language Learners

Abstract

The educational practices related to the preparation of teachers for social justice are relatively consistent, suggesting that being inclusive of and responsive to all groups of diverse students is essential. This paper explores how teacher educators might critically reflect upon their own willingness (or not) and abilities to model culturally responsive practices in relation to their religious preservice teachers as well as critically examine the effects of such interactions. Using writing as a method of inquiry (Richardson & St. Pierre, 2005), I constructed conversations between characters informed by data related to claims about a pursuit of a Christian God and/or social justice. The result is an enactment of how subjectivity can shift in certain moments rendering cultural responsiveness as unfinished.

Author

• Sarah Bridges-Rhoads, Georgia State University