Preparing Preservice Teachers for Discussing Controversial Identity Issues

• In Event: (Re)New(Ed) and Intersectional Discourses of (Anti-)Racism, Politics, and Identity

Abstract

This research looked at the effectiveness of a multi-stage pedagogical intervention to help pre-service teachers become develop pedagogical skills to facilitate discussions about controversial identity issues in urban Texas; specifically, the intersections of ableism, classism, heterosexism, racism, and sexism in the context of settler colonialism. The intervention involved learning about worldview threat and defense, as well as practicing mindfulness and intentional dialogue. Before and after the intervention, participants completed an Intergroup Anxiety Survey (IAS), and then also a mid- and end-point course evaluation survey. Participants felt more confident and capable when talking to others with differing worldviews due to the experiences and tools provided. This project adds to research about groundwork needed before engaging students with emotionally-laden topics.

Authors

• Cathryn van Kessel, Texas Christian University

• Kelcia Righton, Texas Christian University

• Lea Lester, Texas Christian University

• Zahra Hussain, Texas Christian University

• Cassidy Lindell, Texas Christian University

• Jeff Schimel, University of Alberta