Anticolonial Student-Centered Pedagogy: Fostering Equitable Participation and Critical Learning Among Preservice Teachers

• In Event: 15.026 - Division K Poster Session A

Abstract

Abstract: In this study, I explore how preservice teachers engage in a student-centered discussion about Indigenous American history, oppression, and worldviews. I advocate for implementing an Anticolonial, Student-Centered Pedagogy (ASP), to construct an equitable classroom space and encourage critical learning. This research (1) demonstrates that an Anticolonial, Student-Centered discussion can help students achieve critical learning, (2) explores how discussions in an equity-focused course can be designed to encourage equitable participation by historically-marginalized students, and (3) models a way that educators can enact equity-based practices.

Author

• Marla Roschelle Goins, The Ohio State University