Critical Community Building in the Teacher Preparation Classroom: Fostering Social Justice Praxis

• In Event: Building Culturally Responsive Teacher Communities Through Collaborative Reflection

Abstract

This qualitative case study investigates how teaching about and undertaking critical community building in a teacher preparation course might promote K-12 classroom community building practices and foster social justice praxis. The study was set within the parameters of a classroom management course taught as part of a teacher preparation program at a large public university. Findings indicate teacher candidates articulated an increased understanding of the role active listening plays in community building and learned ways to create spaces for honest dialogues in their classroom with the goal of understanding differing points of view. This research aligns with this year’s conference focus for public scholarship as it aims to work toward meaningful research into practice in PK-12 settings.

Authors

• Jeannette Alarcon, University of North Carolina - Greensboro

• Silvia C. Bettez, University of North Carolina - Greensboro