Necessary Friction: Introducing Tensions Into Student Teaching to Facilitate Learning About Social Justice Literacy Teaching

• In Event: Antiracist, Social Justice, and Inclusive Pedagogies

Abstract

This case study explored individual and environmental factors shaping preservice teachers’ (PSTs’) learning about teaching literacy for social justice while student teaching in urban, high-poverty schools. Grounded in Cultural Historical Activity Theory, findings show how the unique interplay of contextual factors led to different learning outcomes for PSTs, despite having similar experiences and perspectives. Notably, when PSTs avoided tensions and contradictions in their student teaching placements, their learning was compromised. As such, implications include the potential power of teacher educators intentionally and strategically introducing tensions into the student teaching ecosystem to facilitate PSTs’ learning. Viewing tensions as a source of learning and teacher educators as mediators of PSTs’ experiences can lead to productive learning about teaching literacy for social justice.

Author

• Kathryn Struthers Ahmed, Hunter College - CUNY
  Presenting Author