Preparing Future Elementary Teachers for Critical Pedagogical Readings as a Faculty Professional Learning Initiative

• In Event: Cultivating Dialogue in Language and Literacy Teacher Education

Abstract

The Black Lives Matter movement needs to be an awakening for elementary teachers and teacher educators alike. Educators have the responsibility to interrogate and transform pedagogical practices for social justice. In this study, as part of a Professional Praxis Collaborative, two faculty members follow a critical reflection process to better understand racist representation in elementary literature and subsequently cogenerate and co-teach a lesson modeling critical pedagogical readings of a Dr. Seuss text for teacher candidates in a literacy methods course. We find a two-fold outcome that in the process of creating an anti-racist read-aloud lesson for teacher candidates, both faculty members develop nuanced dispositions and perspectives for themselves as teacher educators and for expanding social justice pedagogies.

Authors

• Adam Devitt, California State University - Stanislaus

• Cassandra J. Drake, California State University - Stanislaus