Centering the Voices of Preservice Teachers With Marginalized Identities Through Cogenerative Dialogue

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

Abstract

This participatory action research study utilizes cogenerative dialogue (Emdin, 2016) to center of the voices and experiences of pre-service teachers with marginalized identities in a community-engaged teacher preparation course. Pre-service teachers are co-researchers focused on the question: How do we ensure equity for pre-service teachers with marginalized identities in community engaged teacher preparation? Data are analyzed through the principles of Critical Pedagogy. The implications of this research are wide-ranging. The cogenerative dialogue method is one that is transferrable across teacher preparation and beyond as a tool to enhance educational equity.
Keywords: cogenerative dialogue, community engaged teacher preparation, educational equity, critical pedagogy

Author

• Allison Segarra Hansen, Indiana University - Indianapolis