Implementing Critical Simulations (CritSIMs): Praxis toward Reparative Futures in Teacher Education

• In Event: Engagement Is a Practice: Rethinking Equity in School-Community Partnerships

Abstract

Objectives
Critical Simulations (CritSIMs) are an approach to clinical simulations in teacher education that centers the themes and theories of critical race theory (Author, 2023). During these approximations of practice, preservice teachers (PST) engage with trained live actors in limited engagements (Dotger, 2009; 2013; Dotger & Chandler-Olcott, 2021). Through CritSIMs, teacher candidates navigate problems of practice in a forgiving environment with a high degree of support (Dotger, 2013, 2021; Dotger & Chandler-Olcott, 2021). CritSIMs push the growing edge of clinical simulations research and practice in teacher education by augmenting the criticality of these approximations of practice by intentionally infusing critical theories and concepts (Author, 2023). Our objective was to explore how engaging in this CritSIM contributed to learning outcomes and critical reflexivity among PSTs in a predominantly white institution.


Perspectives
This study investigated the implementation of one CritSIM focused on school discipline using what Annamma (2018) calls the Pedagogy of Pathologization. Within the CritSIM, PSTs participated in a simulated meeting with one of two foster parents, Jake or June Riddle, who are the temporary caregivers to Jenna Smith, a narrative character, whose intersecting identities, experiences at school, and medical diagnosis place her in the crosshairs of America’s prison nation (Annamma, 2018; Meiners, 2007; Richie, 2012).


Methods
For this study, researchers relied on an integrative theoretical framework (Author, 2022) and (post)qualitative methodology to trouble perceptions of empiricism, objectivity, and researcher neutrality (Charmaz, 2006; Le Grange, 2018; Lichtman, 2006; Tuhiwai Smith, 2012). Data analysis occurred in multiple integrative phases, including critical positioning (Boveda & Annamma, 2023), multiple phases of independent open-coding simulation videos, and triangulating data with analysis of surveys, reflections, and debriefs. Following this analysis, researchers came together and conducted axial, focused, and theoretical coding before writing up final results.


Data Sources
For this study, we drew from a larger corpus of data related to investigations of CritSIMs in preparing PSTs for engaging with parents. Therefore, data sources included simulation videos, recorded debrief sessions, reflections from PST, and surveys completed by each participant.


Findings
Initial findings point to the use of CritSIMs as praxis toward reparative futures in teacher education. Specifically, results point to the use of CritSIMs in preparing PSTs for critical theory-informed practice when communicating with families. Additionally, we saw marginally identifying participants mobilize their funds of knowledges both in situ and in reflective spaces. As such, we saw the potential for CrtiSIMs in decentering whiteness in navigating problems of practice in teacher education.


Significance
This year’s call for proposals asks researchers to engage in, “an intentional process and practice of futuring, through engagement with historical pasts and current tensions and challenges” (Winn et al., 2025, p. 2). As such, we use Disability Critical Race Theory (DisCrit) (Connor, et al., 2013) as a framework for theory, practice, and methodology to proactively disrupt and decenter whiteness within practice. Through the use of CritSIMs, this study makes meaning about PSTs' perceptions, understanding, and experiences with critical issues such as disproportionality, inclusion, dysfunctional classroom ecologies, and criminalization in conversation with families.

Authors

• MaryBeth Yerdon, SUNY - College at Cortland

• Chelsea Stinson, Binghamton University - SUNY