Social Justice Narratives: An Analysis of Teacher Candidates' Compositions

• In Event: Preparing Culturally Responsive Teachers: Moving Toward Social Justice

Abstract

This study consisted of an analysis of social justice narratives composed by 48 teacher candidates enrolled in a graduate education program. A case study method was used to examine the candidates’ written narratives. Thematic analysis indicated that the narratives pertained to events occurring in the candidates’ lives or incidents experienced by others. Six categories, with racism the most dominant, emerged in the compositions. Analyses of these social justice stories suggest that increasing the diversity of the teaching pool will foster needed reform to teacher education curricula where critical literacy and critical race theory will have greater prominence in a multiracial and democratic society that seeks justice and equity for all.

Authors

• Peter McDermott, Pace University
  Presenting Author

• Kathleen Gormley, The Sage Colleges
  Presenting Author