"So Much Was Invisible to Me": Illuminating Community Wealth Through Activist Internships in Teacher Education

• In Event: Fairmont Roundtable Session Nine
  In Roundtable Session: Enacting Spaces of Justice and Activism in Teacher Education (Table 9)

Abstract

This qualitative research explores how internships with community activist organizations can inform pre-service teachers’ conceptualizations of their role as future teachers as well as their ability to create community responsive curriculum. The authors draw on definitions of social justice education and teacher activism as well as Yosso’s (2005) framework for community cultural wealth. Data include pre-service teachers’ social justice curricular units and reflective writing. Findings help to provide teacher educators a potential model for working toward transformative justice by including community activists in the work of educating future teachers.

Authors

• Tanya Maloney, Montclair State University
  Presenting Author

• Bree Picower, Montclair State University
  Presenting Author