Becoming Social Justice, Culturally Sustaining Educators: Comparisons Between Graduate and Undergraduate Pathways

• In Event: Advancing Social Justice in Teacher Education: Insights From Preservice Teachers' Understanding and Dispositions

Abstract

The purpose of this study was to compare graduate and undergraduate pre-service teachers in an introductory course in learning, development and culture focusing on understanding of culturally sustaining pedagogies, social justice, anti-racism, and equity. The course was designed to support deeper awareness of the role of culture and identity in learning and development. Seventeen graduate and 7 undergraduate pre-service teachers were included in this study. They all participated in critical reflective practices and discussions and completed assignments focused on learning and development theories through an equity and social justice lens. While all participants grew in their understanding of the cultural topics, differences were found in terms of the level and amount of understanding and ability to apply theory to practice.

Author

• Ani C. Moughamian-Rosenberg, Saint Mary's College of California