Poster #43 - Social Justice Teaching in an English Methods Course: How Far Can Enduring Assignments Take Us?

• In Event: 79.052 - MTCC Poster Session 19
  In Poster Session: 79.052-4 - Teaching Across Multiple Spaces

Abstract

Presenters will share results of a case study emerging from our experiences of complexities in socially just English teacher preparation. Analyses of participants’ performances on two course assignments, micro­teaching and unit planning, show how opportunities to demonstrate socially just teaching practices are missed. Drawing from theories and practices of critical multicultural education, culturally relevant teaching, and equity literacy, findings and discussion focus on four elements of social justice teaching embedded within the methods course: text selection, connecting curriculum to students’ lives, instructional design, and creating intentionally inclusive classroom communities. Overall, participants demonstrate incongruities in their applications of social justice principles. English teacher educators should demand that assessment of effective instruction include socially just teaching criteria as they re­imagine enduring practices.

Authors

• Terri L. Rodriguez, College of Saint Benedict

• Catherine M. Bohn-Gettler, College of Saint Benedict

• Madeleine Sarah Heins Israelson, College of Saint Benedict