When Are Counter-Narratives Permitted? Interest Convergence, Critical Historical Inquiry, and Preservice Teacher Development

• In Event: Thursday Roundtable Session 10:50 am
  In Roundtable Session: Critical Inquiries Into Teacher Learning: Counter-Narratives, Justice, and Practice (Table 35)

Abstract

In this case study, we examined how interest convergence played a role in preservice teachers’ conceptualizations and enactments with the core practice of critical historical inquiry in an urban, Title I Texas history classroom. Findings suggest that despite a strong conceptual knowledge of antiracist pedagogy, they struggle in their enactments.

Authors

• Mathew Baker, Georgia Southern University

• Michael Joseph, Texas Tech University

• Jazmin Claxton, University of Texas at Austin

• Pedro A. Berlanga, University of Texas at Austin