Promoting Agency and Advancing Linguistic Justice in Teacher Education Through Participatory Design Processes

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 4
  In Roundtable Session: Empowering Diverse Educators: Exploring Emotional Labor and Cultural Capital in Teacher Education (Table 8)

Abstract

Despite state- and nation-wide efforts to prepare teachers to teach in linguistically diverse classrooms, research indicates that students who do not yet have academic fluency in English often struggle to feel academically, socially, and relationally connected at school and in their community. In this paper, we focus on efforts to promote linguistic justice through participatory- and co-design processes in teacher education, examining: a) the creation and integration of learning activities focused on linguistic justice into secondary teacher education, and b) ways to support preservice teachers’ development of equity-oriented professional agency. Our initial findings indicate that as preservice teachers explored, critiqued, remixed, and practiced teacher-designed linguistic justice learning activities, they developed a sense of ownership and agency as equity-oriented change agents.

Authors

• Gavin Tierney, California State University - Fullerton

• Alison G. Dover, California State University - Fullerton

• Fernando Rodriguez-Valls, California State University - Fullerton