Critically Discussing Race in Young Adult Novels to Co-Develop Critical Consciousness With Preservice Teachers

• In Event: Embodied Participation: Creative Entries of Teacher Education

Abstract

TEs and PSTs’ co-development of critical consciousness is a key component of teacher education (Carter Andrews et al., 2019). This literature review serves to examine what the current educational research literature shows about how teacher educators (TEs) and pre-service teachers (PSTs) co-develop critical consciousness by discussing Young Adult (YA) novels. Themes identified include race evasion, successes of teacher educators of Color, and sources of hope, including actions practitioners can take towards decentering Whiteness and working to co-develop critical consciousness. These findings are consistent with the AERA Annual Meeting Call for education researchers to engage in the “the simultaneous act of dismantling racial injustice and constructing educational possibilities” (2024 Annual Meeting Call for Paper and Session Submissions, n.d., p. 1).

Author

• Carol Ann Opie, Michigan State University