The Influence of Identity on Preservice Teachers’ Development and Engagement in Asset-Based, Critical Race Pedagogies

• In Event: Sustaining Commitments: Identity and Social Justice in Teacher Education

Abstract

This mixed methods study used a critical social theory approach to examine how identity influences a preservice teacher’s (PST) development of asset-based, critical race pedagogy (ABCRP). Using positioning theory (Block, 2021) as the conceptual framework, narrative inquiry was used to examine how PSTs described the role of identity in their development while the quantitative strand used survey results to look for measurable differences in dispositions and practices. Findings suggest that identity influences PSTs’ development in three ways: (a) a PST’s personal identity may be more influential in their development compared to anything learned during preservice, (b) critically reflecting with an intersectional lens can lead to learning opportunities or missed opportunities, (c) PSTs struggle to develop critical ABCRP during preservice.

Author

• Jessica N. Hiltabidel, George Mason University