Supporting Preservice Teachers Through Intersectional Conscious Collaboration: A Study Utilizing Transformative Learning Theory

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Intersectional and Disability Consciousness in Education (Table 30)

Abstract

K-12 educators are inadequately prepared to engage with culturally and linguistically diverse (CLD) students, perpetuating inequities in education. Further, research and practices often prioritize white, middle-class norms, marginalizing CLD students and their families. In response, educators must interrogate their own and others' sociocultural identities, along with their students', to create inclusive learning environments. This study utilizes intersectionally conscious collaboration tools alongside newly researcher-developed learning modules to foster intersectional competence in pre-service teachers (PSTs). Using transformative learning theory as an analytical framework, this qualitative multi-case analysis explores PSTs' perspectives and practices. Results indicate an increase in intersectional competence when analyzing both self and student sociocultural identities and an adjustment of teaching practices that equitably serve CLD students and engage families.

Author

• Elizabeth A. Ruiz, Arizona State University