Integrating Somatic Embodiment in Teacher Education: Exploring the Impact of Triad Groups on Justice-Oriented Learning

• In Event: Engaging BIPOC Youth in STEM

Abstract

This paper examines the use of somatic Triad Groups (Menakem, 2017) in fostering justice-oriented learning among teacher candidates. By embedding queer, abolitionist, and liberatory perspectives, the study explores how Triad Groups facilitate emotional and embodied engagement, critical reflection, and a connection to justice work. This research assesses how the Triad Group practice supports teacher candidates in confronting discomfort and developing a somatic justice orientation. Findings reveal that this approach enhances emotional attunement and collective sense-making, offering a valuable framework for embedding justice into educational practice. The study highlights the potential of somatic practices in advancing meaningful justice-oriented learning and action for teacher education.

Author

• Kachine S. Kulick, University of Colorado - Boulder