A Collaborative Self-Study on Navigating, Interrupting, and Responding to Microaggressions in Pre-K–12 Classrooms

• In Event: Using Self-Study to Ask Hard Questions About Being and Belonging

Abstract

This collaborative self-study draws on micro- and macroaggression theory, equity literacy, and microinterventions to explore social justice issues pre-service teachers (PSTs) faced in their field experiences. This study uses critical reflections from four teacher educators who collaborated in a community of practice centered on social justice by navigating, interrupting, and responding to injustices our PSTs experienced. Findings are presented using feedback from students, case studies on problems of practice, and our research team’s co-reflections. We hope readers find theoretical and practical applications for addressing social justice issues in teacher education by using self-study methodology. We also hope teacher educators find useful ways of applying the ideas presented in this study to their own contexts, identities, and scholarly pursuits.

Authors

• Ashley Taylor Jaffee, Princeton University
  Presenting Author

• Emma Sowards Thacker, James Madison University
  Presenting Author

• Kara M. Kavanagh, James Madison University
  Presenting Author

• Mira Cole Williams, James Madison University
  Presenting Author