Unforgetting to Imagine: Pre-service Teachers Use Photovoice to Envision Equitable Education

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division K - Section 04: Foundations of Teaching and Teacher Education for Socio-Cultural, Racial, and Intersecting Minoritized Identities Virtual Poster Session

Abstract

This study investigates how Photovoice, grounded in critical language pedagogy, serves as a catalyst for pre-service teachers to confront historical linguistic injustices and imagine equitable futures. Conducted with 18 pre-service teachers in an introductory bilingual education course, the project used Photovoice as a participatory action research method to foster conscientização (critical consciousness). Findings revealed three key themes in their visual narratives: the impact of assimilationist practices, the significance of sociopolitical borders, and the imagining of a new vision for education. The study concludes that Photovoice can be a tool for preparing future educators to be historically informed advocates for justice, ready to challenge systemic inequities.

Authors

• Perla Barbosa, Salem State University

• Priscila Leal, University of Hawaii - Manoa