Détourning the Charterization of New Orleans Public Schools With Preservice Teachers

• In Event: 26.079 - Roundtable Session 7
  In Roundtable Session: 26.079-8 - Exploring Preservice Teachers' Conceptualizations of Social Justice, Ethics, and Sociopolitical Consciousness

Abstract

This proposal describes how détournement, a countertext containing juxtapositions of preexisting digital media, engages preservice teachers in substantive critique of public charter schools in post-Katrina New Orleans. The author explains how contrasting digital media challenge preservice teachers to critically discern issues such as community involvement, power, race, and school discipline. Comments from a pre-viewing questionnaire, a post-viewing writing prompt, and a follow-up in-class discussion were analyzed using Erickson’s (1986) model of analytic induction. Findings show preservice teachers changed or sustained their initial assumptions, understandings and beliefs about charter schools, or they were motivated to ask further questions. This study hopes to aid educators in the design of future projects that use digital media to critique educational phenomena with preservice teachers.

Author

• Joseph D. Hooper, University of North Carolina - Chapel Hill