Theory Making for (Re)Conscientizing Social Justice in Teacher Education Practice

• In Event: AERA Roundtable Session Thursday 4:15 pm - Gold 2
  In Roundtable Session: Self-Studies of Critical Transformations in Teacher Education

Abstract

S-STEP teacher educators who are interested in creating social justice might be grappling with meaningful ways to consider vital concepts and applicable tools used to explore the historically present societal inequities especially considering recent waves of trauma and violence aimed at specific communities via normalized unspoken privileges sources/actors/agents. Moreover, teacher educators must grapple with self-evolved competing perceptions of social justice identities as they are articulated in educational settings that feel performative, unhelpful, or even dangerous. The purpose of this S-STEP work was to use critical post-human practices and developing understandings of Indigenous Epistemologies to theoretically locate ourselves within a complex assemblage of experiences, and perceptions of and ideas about social justice within our institution and beyond.

Authors

• Joaquin Arguello, University of New Mexico

• Mary F. Rice, University of New Mexico