Teaching for Outrage and Empathy: Challenging Preservice Teachers’ Hegemonic Perspectives and Practices

Session Submission Type: Symposium

Abstract

The objective of this session is to facilitate a greater collective, collaborative consciousness among teacher educators who hope to contribute to greater equity in education and society by stimulating dialogue about how race and class narratives sustain hierarchies of power and how teachers can interrupt these hierarchies. Teacher educators from three institutions will engage participants in three related activities used by the presenters to provoke pre-service teachers’ critical awareness of how social mechanisms of power operate in themselves, in society and at all levels of schooling. This consciousness is a prerequisite for teaching for social transformation. Participants will discuss how these activities might be adjusted for the populations they work with, and share additional activities that promote liberatory objectives.

Sub Unit

• SIG-Paulo Freire, Critical Pedagogy, and Emancipation

Chair

• Virginia M. Lea, University of Wisconsin - Stout

Papers

• Reproducing Educational Hierarchies: Policing “Race” and Class Boundaries Through Surveillance - Virginia M. Lea, University of Wisconsin - Stout

• Challenging Meritocracy and Other Class Narratives - Ann Berlak, Retired

• Disrupting Hegemonic Preconceptions: Teaching for Critical Media Literacy While Contesting the Corporate-Dominated Press - Roberta Ahlquist, San José State University