Preservice Teachers Critically Reflect on Their Identities: Fostering Dispositions Toward Equitable and Socially Just Education

• In Event: Preparing Teachers to Work in Urban Settings

Abstract

As educators respond to a major shift in demographics represented in their classrooms, teacher education programs are tasked with reimagining ways to prepare pre-service teachers (PSTs) to deliver equitable instruction. We offer critical reflection as one way white PSTs can commit to fostering justice and equity. We use narrative inquiry to explore how critical reflections foster their dispositions towards equitable and socially just education. Analysis of narratives by five white PSTs indicates that understanding systemic racism and oppression begins with personal experiences, such as family and friends experiencing injustice. Findings also indicate that our teacher education program helped pre-service teachers name their privilege, view their understanding of systemic racism as a process, and the link between oppression and intersectionalities.

Authors

• Kara M Taylor, Indiana University Purdue University Indianapolis

• Teresa Sosa, Indiana University - IUPUI