Grounded in Hope, Lived Through Action: Critical Pedagogy Practices Gleaned From Autoethnographic Narratives of Critical Teacher Educators

• In Event: Poster Session 5
  In Poster Session: The English Learners in the Mainstream (ELM) Project: A Comprehensive Teacher Training Model

Abstract

We analyzed and synthesized critical teacher narratives published in Becoming Critical Teacher Educators: Narratives of Disruption, Praxis, and Possibility. Using collaborative autoethnographic analysis (Chang, Ngunjiri, & Hernandez, 2012; Lapadat, 2009) we identified critical pedagogical practices that self-identified critical teacher educators used with their teacher candidates and teachers. We have developed grounded theory that may enhance the field’s strategies for helping teacher candidates become social justice educators.

Authors

• Julie Ellison Justice, Elon University

• Blake Tenore, Florida State University