A Preservice Teacher's Shift From Traditional Second Language Teaching Practices to Problem-Posing Pedagogy

• In Event: Marriott Roundtable Session 4
  In Roundtable Session: Division G Roundtable Session 1

Abstract

The current era of globalization and capitalism with rapid economic progress has given rise to mass incarceration, as a considerable number of youths in developing and developed countries live behind bars with lack of educational support under system oppression and surveillance. Within the framework of critical theory and border pedagogy, this study provides a critical autoethnographic reflections of an undergraduate ESL teacher candidate, Author B, on her teaching experiences using Freire’s problem-posing pedagogy in an urban youth prison in Mexico. It examines the impact of the Freirean critical pedagogy on a pedagogical transition from knowledge-depositing teaching and learning and on Author B’s growth as an aspiring teacher with care and love for her inmate students.

Authors

• Zurisaray Espinosa, Georgia State University

• Gyewon Jang, Georgia State University

• G. Sue Kasun, Georgia State University