Teaching in Dangerous Times: Transformative Pedagogy, Advocacy, and Student Impact

• In Event: Antiracist Education and Abolition in the 21st Century

Abstract

Our research focused on the outcomes of critical Community of Practice (CoP) between four teacher educators- two in enabling policy contexts (Massachusetts and Minnesota) and two from restrictive contexts (Georgia and Florida). Our collaboration resulted in an enhanced integration of transformative pedagogies in introduction to education courses and had a positive impact on students’ conceptual and personal reflection on issues of equity and social justice. Students came to appreciate teaching as a form of advocacy, although the nature of advocacy and political engagement was more urgent and direct in restrictive contexts. Upon course completion, 72% students committed to a teacher education major demonstrating that transformative pedagogies bear promise for recruiting and retaining a diverse teacher workforce.

Authors

• Ruchi Bhatnagar, Georgia State University

• Rachel Malchow Lloyd, Augsburg University

• LaSonya Moore, University of South Florida - St. Petersburg

• Jo Hoffman, Bridgewater State University