Discovering How Schools Perpetuate and Maintain Oppression and Injustice During Preservice Teacher Practicum

• In Event: Developing Preservice Teachers' Knowledge of the Social, Political, and Cultural Realities of Educational Contexts

Abstract

The purpose of this paper is to introduce scholars, practitioners, and pre-service teachers to the process and results of a modification to pre-service students’ practicum. This modification was guided by the research approach that developed the concept Funds of Knowledge. Thirty, primary middle class white women, pre-service students enrolled in a multicultural education course participated in this study. This study found; preparing pre-service teachers to conduct critical ethnographic filed work during their practicum can introduce future teachers to the development of and importance of a critical lens and being a critical educator, identify complex forms of oppression and injustice in their school, can shift their ideology related to forms of oppression, and ignite them to advocate for social justice education.

Authors

• Carlos Casanova, Iowa State University

• Sarah Pamperin, Iowa State University

• Ricardo Martinez, Iowa State University

• Claudia Young, Iowa State University

• Gregory Wickenkamp, Iowa State University