Preparing Preservice Teachers for Global-Mindedness and Social Justice

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

Abstract

This study-explored perceptions of pre-service teachers relative to teaching for global mindedness and social justice. Additionally, it examined the instructional practices used in a social studies methods course to help learners develop knowledge and skills critical to global mindedness and social justice. The applied instructional strategies encouraged the use of collaboration, critical thinking, creativity and communication (4Cs). Qualitative data showed that although learners were initially uncomfortable exploring global and social justice issues, eventually they gained essential multiple perspectives. As a result, they were willingness to teach for global and social justice knowledge and skills in their future classrooms. Thus, this study postulates that the use of 4Cs is essential relative to teaching global and social justice knowledge and skills.

Authors

• Lydiah Nganga, University of Wyoming

• John Kambutu, University of Wyoming

• Kathleen Nganga, Northwestern University