Does Teaching for Diversity and Social Justice Still Matter? Preservice Teachers' Response and Implications

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Urban Learning, Teaching, and Research Virtual Poster Session

Abstract

The past four years have seen attacks to curtail transformative and progressive education that justice-minded people fought for, for generations. State legislatures have introduced, proposed, and passed restrictive bills that prohibit teaching honest narratives diversity/social justice or so-called “divisive concepts.” How do preservice teachers, enrolled in a methods course, respond to current anti-DEI/anti-social justice reality as they learn to teach? In this study, I examine, analyze, and reflect on preservice teachers’ questions and concerns, thinking, and decisionmaking. The study reveals preservice teachers questioning teaching for diversity and social justice; emotions of fear, stress, ambivalence, and varied levels of inclination toward teaching safely, critically, responsively, responsibly and conscientiously. Implications are discussed

Author

• Omiunota N. Ukpokodu, University of Missouri - Kansas City