Why and How to Teach Democratically: Teacher Candidate Perspectives From Two Minority-Serving Universities

• In Event: Fairmont Roundtable Session One
  In Roundtable Session: Teacher Education Contexts in the Arts and Humanities (Table 8)

Abstract

In what ways do teacher candidates from two Minority-Serving Institutions (MSI), a Predominantly Black Institution (PBI) and a Hispanic Serving Institution (HSI), in a large Midwestern city of the US, describe democratic teaching and plan for social studies instructional delivery within that lens? Teacher candidates, enrolled in social studies methods courses committed to democratic education, describe how they plan opportunities for elementary-age students to demonstrate original thinking. Candidates’ writings regarding what they value in a democratic elementary-level classroom, serving predominantly students of color, are examined. Teacher candidate submissions document their thoughts, based on prompts, classroom dialogues, and assigned social science, interdisciplinary, literacy projects.

Authors

• Jacquelyn R. Benchik-Osborne, Chicago State University
  Presenting Author

• Susan McDonough, Dominican University
  Presenting Author