Using Phenomenological Processes to Unearth Understudied Challenges to Enacting Equity-and-Social-Justice-Centered Teacher Preparation

• In Event: Pedagogical and Methodological Innovations for Remedy and Repair in Teacher Education

Abstract

First-phase findings from a three-phase study investigating the organizational and institutional conditions that influence the implementation of equity-and-social-justice teacher education at the program level. Descriptive Review processes were used to uncover individual knowledge of, and build shared understanding about, interactions between: 1) efforts to enact equity- and justice-centered teacher education and 2) the institutional contexts within which programs are situated. Researchers shared structured recollections of challenges they faced as teacher educators when endeavoring to instantiate equity- and justice-centered practice at their respective institutions. Recollections generated a corpus of teacher educators’ personal and practical knowledge, which was mined for themes, revealing analytic categories related to how power, status, policy, funding, and leadership intersect with equity- and justice-centered teacher education.

Authors

• Jessica Charles, Marist College

• Jamy Stillman, University of Colorado - Boulder

• Manka M. Varghese, University of Washington

• Thomas M. Philip, University of California - Berkeley

• Margarita Jimenez-Silva, University of California - Davis