Taking Another Look at "Practice What We Preach": Studying Critical Praxis in a Multicultural Teacher Education Context

• In Event: Critical Approaches to Preparing Social Justice–Oriented Teachers

Abstract

For teacher educators to be critical in-action, and to foster criticality in teacher-candidates, they must go beyond just exposing new teacher-candidates to narratives that contribute to inequity. In the research methodology used I address how critical discourse analysis can be used together with phenomenography to study agency in multicultural teacher education contexts. The data support that the professor within this inquiry primarily talked to his students about these issues and therefore denied his students participation in co-constructing the discourse in ways that could contribute to their agency in the course. Furthermore, with support from other data collected, in contexts such as this, there should be no assumption that these students can then take that discourse and apply it pragmatically.

Author

• Phillip Andrew Boda, Stanford University