Gun Reform and Teacher Education: Patterns of Teacher Silencing and Student-Created Space for Dialogue

• In Event: Marriott Roundtable Session 10
  In Roundtable Session: Dismantling the Master's House: Disrupting and Decolonizing Teacher Education

Abstract

In this paper, I present findings from a qualitative study on teacher candidates’ experiences with dialogue and inquiry regarding gun violence and gun reform in the context of their teacher education program and field experiences. Beginning the day following the school shooting at Marjorie Stoneman Douglas High School in Parkland, FL and extending to June 1, 2019, I engaged 108 teacher candidates in interviews and focus groups. Through coding and thematic analysis, the data revealed two core themes: 1) Teachers are actively silenced from discussing gun violence and gun reform with their students and 2) The students of the teacher candidates created their own space in the classroom for talking about gun violence.

Author

• Brittney Leigh Beck, California State University, Bakersfield