The Role of the Teacher in the Critically Compassionate Intellectualism Framework: A Self-Study Methodology

• In Event: Self-Studies of Educators' Critical, Creative, Compassionate Care

Abstract

Many teacher education programs aim to prepare preservice teachers with a focus on social justice. However, numerous teacher educators report facing resistance from students when addressing topics that challenge their worldviews. While these educators strive to instill asset-based mindsets in their preservice teachers, they often perceive resistant students through a deficit lens. In this self-study, I implemented the Critically Compassionate Intellectualism (CCI) framework in a foundational education course, identifying critical incidents where students challenged social justice teaching. With my critical friends' help, I analyzed these incidents, reflected on my reactions, and explored ways to better support resistant students. Results indicated that while the CCI framework benefited my teaching, it might need improvement in certain areas to better support students.

Authors

• Megan Hut, West Virginia University

• Johnna Bolyard, West Virginia University

• Sharon B. Hayes, West Virginia University