Social Justice Faculty Learning Communities: Examining Critical Cases

• In Event: 75.024 - Righting Imbalances in Teacher Education: Centering Community Knowledges and Perspectives

Abstract

As faculty in one of the largest universities in the country, and the largest teacher preparation program in our state, we teach in a culturally, experientially, and ideologically diverse context. Our students, and our colleagues, enter the classroom with disparate worldviews and responses to the “post truth era.” In this paper, we present the results of diverse teacher educators’ independent year-long inquiries into strategies for enacting social justice within and despite this ideologically diverse--and divisive--space. Our research emphases and epistemological approaches are diverse; however, we are united in our effort to center equity oriented teaching and learning in our institution.

Authors

• Alison G Dover, California State University - Fullerton

• Benikia Kressler, California State University - Fullerton

• Maritza Lozano, California State University - Fullerton