Behind the Curtain: Performative Pedagogy and Social Justice Teaching Identity

• In Event: 32.083 - Roundtable Session 12
  In Roundtable Session: 32.083-7 - Educator Identity, Preparation, and Assessment: Framing Teachers as Social Actors

Abstract

Despite the necessary and important work occurring in both practice-based teacher education and within initiatives to support social justice teaching and learning, we need to push for new considerations about how candidates both perform teaching identities and internalize them. By drawing on performative practice and dialogical self theory, this study describes how candidates co-designed and participated in a studio-like experience that facilitated deliberate, guided practice of the onstage and offstage work of social justice teaching. By using co-design as a curricular frame, we argue that some of the most productive and edifying kinds of discussions about teaching and becoming a social justice teacher may be best understood by repositioning candidates’ roles within the design and implementation of their own preparation.

Authors

• Mary Rose Kelly, University of Colorado - Boulder

• Emily Claire Price, Communities in Schools

• Melia E Repko-Erwin, University of Colorado - Boulder