Blurring the Lines: Negotiating Alignment While Constructing a Social Justice Teacher Education Praxis

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Enacting Social Justice in Teacher Education (Table 30)

Abstract

Recognizing how teacher educator programs have had a hand in upholding white supremacy and other hegemonic structures, in this study, two emerging teacher educators leverage Ahmed’s (2006) concepts of orientation and alignment to map out the lines people might encounter as they learn to be teacher educators for equity and justice. Current research indicates the importance of constructing a teacher educator praxis and pedagogy, but rarely delineates what this actually looks like. Therefore, the authors employed practitioner inquiry and self-study methodology to present narratives of how they worked through experiences of (dis)orientation to construct new possibilities in their praxis and identities as teacher educators within educational structures that often uphold the status quo.

Authors

• Zander Nowell, University of Colorado - Boulder

• Acelynn C. Perkins, University of Colorado - Boulder