Unpacking Teacher Candidates’ Sociopolitical Identities to Transform Inequities in Inclusive Classrooms

• In Event: Navigating Political Discourse and Social Justice: Preparing Preservice Teachers for an Evolving Educational Landscape

Abstract

Teacher education programs often inadequately prepare teacher candidates to develop a sociopolitical identity to transform inequities in inclusive classrooms. Cultivating candidates’ equity knowledge, skills, and beliefs are necessary constructs to shift their sociopolitical identity toward transformative agency. Our study grounded Dis/ability Critical Race Theory (DisCrit) to examine the ways an equity-focused teacher education curriculum prepared candidates to employ a social justice-oriented sociopolitical identity. We analyzed qualitative data from open-ended survey responses and reflection journals to capture candidates’ sociopolitical identities during student teaching. Emerging themes gleaned from the data show most candidates were successful at recognizing inequities but were less comfortable intervening to promote transformative change. These findings have implications for inclusive teacher education research and practice.

Authors

• Elizabeth Slusarz, University at Albany - SUNY

• Nicholas S. Bell, University of Connecticut

• Sojung Park, University at Albany - SUNY

• Rebecca Andersen, University at Albany - SUNY