Collaborating Across the University Campus: Developing Preservice Teachers' Critical Literacies Through Local Social Action Projects

• In Event: Moscone Center West Roundtable Session 7
  In Roundtable Session: Innovations for Social Change and Empowerment: Curriculum From K–12 to Teacher Education

Abstract

This qualitative exploratory multiple case study explores how preservice teachers conceived of and implemented social actions on their college campuses and examines how those projects developed participants’ critical literacies. Researchers analyzed a data through layers of open and thematic coding as well as through critical discourse analysis. Findings include the candidates’ participation in a range of direct and indirect action and, as a result, varied levels of self-efficacy and impact. Preservice teachers’ development of critical literacies was evidenced in the partnerships across campus they established as well as their levels of engagement with peers and local officials. This study illustrates not only how candidates can engage in social action but also offers insights gained from those processes.

Authors

• Ashley Summer Boyd, Washington State University - Pullman

• Janine J. Darragh, University of Idaho