Becoming Social Justice Educators: Discrepancies Between What Preservice Teachers Think and What They Do

• In Event: 51.079 - MTCC Roundtable Session 22
  In Roundtable Session: 51.079-2 - The Complexities of Preparing Social Justice Educators

Abstract

This study examined the perspectives and coursework of 19 preservice teachers in an elementary education program. Preservice teachers completed a group project related to a social justice issue and then submitted written reflections on the promise and challenges associated with becoming a teacher activist. Data were thematically analyzed using a modified version of Helms’ (2008) stages of White Identity development to understand the developmental level of participants’ social justice identities. Findings revealed that participants were at various levels ranging from a colorblindness approach to actively resisting structural inequities. The analysis also exposed gaps between participants’ perceptions of themselves and how they would integrate social justice topics into their classrooms. Implications are discussed for social justice educators.

Authors

• Kyle Elizabeth Miller, Illinois State University

• Gary Weilbacher, Illinois State University