Critically Conscious Teacher Preparation: Empirical and Theoretical Impacts of an Urban Abolitionist Teacher Residency

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: Transformative Spaces of Learning Across Preservice Teaching Experience (Table 33)

Abstract

Structural and contextual forces and policies, such as neoliberal curricular laws, that shape Americans lived experiences do not stop at the schoolhouse door. Therefore, educators must recognize how local socio-political forces impact their own critical consciousness and their classroom content and instructional practices. Particularly practices and content that could center their local context and lived experiences of their own students. This paper presents the three years of empirical and theoretical impacts of a week-long fully immersive community-based learning experience on the deepening of newly admitted teacher preparation candidates’ critical consciousness within an Urban Abolitionist Teacher Residency. Multiple mixed methods including the Critical Consciousness Scale, indicate with statistical significance an increase in participants’ critical consciousness (Diemer et al., 2020).

Authors

• Jacob Hackett, Georgia State University

• Rhina F. Williams, Georgia State University

• Ayinde Summers, Project South

• Halley E.M. Riley, Georgia State University