Preservice Teachers (PSTs) and Passive Activism: Examining the Experiences of English Language Arts PSTs as Teacher-Activists

• In Event: Moscone Center West Roundtable Session 3
  In Roundtable Session: Collaboration and Activism in Teacher Preparation and Practice

Abstract

While scholars continue to advocate for teachers engaging in activist work in their schools and communities, there are comparatively fewer studies examining the ways PSTs conceive of teacher activism and position themselves as activists. This paper shares the findings from a case study examining how designing and implementing activist projects across educational contexts (i.e., teacher education to secondary classrooms) impacted ELA PSTs’ understandings of and practices within teacher activism. Data analysis revealed that the PSTs implemented projects that represented passive approaches to activism, what the author terms ‘passive activism’. The findings suggest the need to make activist work a more central component within teacher education and to provide students with support and mentors as they transition their beliefs across contexts.

Author

• Mike P Cook, Auburn University