(De)Territories and Stratifications of Teacher Education: Teaching, Learning, Leading in School and Communities Without Organs

• In Event: 21.030 - When Preservice Teachers Learn Alongside Students, Families, and Communities

Abstract

This paper investigates a field-based, apprenticeship teacher education program pursuing to teach for social justice. Three teacher educators analyze their teaching experience and teacher candidates' learning experience with the use of Deleuze and Guattari’s philosophy. We develop deterritorialization and reterritorialization of teacher education by theorizing the spaces, the system of strata, and territories of it. As part of teacher action research, three teacher educators analyze teacher candidate-crated assignments throughout their learning experience regarding community, social justice, policy, learning theories, and IB PYP. The system of strata and territorization in teacher education is theorized in three major stratifications: epistemological, relational/ontological, and pedagogical stratification. Participants will construct a broader understanding about teaching for social justice for teacher candidates grounded in university-school-community partnership.

Authors

• Seungho Moon, Loyola University Chicago

• Charles Tocci, Loyola University Chicago

• Jinyoung Koh, University of Illinois at Chicago