Disrupting What’s Seen (and Unseen): Seeing Through Systems of Oppression

• In Event: AERA Research in Progress Roundtable Session Three
  In Invited Roundtable: Research-in-Progress RT028 (Friday)

Abstract

The purpose of this study is to investigate how pre-service teachers (PSTs) engage with and respond to students' thinking in storyboard scenarios that represent multicultural and diverse classrooms. We are implementing professional development for pre-service secondary (grades 6-12) math teachers that utilizes a novel tool, storyboards, to help teachers reason about how structural oppression, such as racism and sexism, impacts their noticing. Ultimately, the study seeks to support PSTs in recognizing and addressing equity issues in their teaching practices, ensuring that instruction effectively reaches all students, particularly those from marginalized groups.

Authors

• Jade Johnson, University of Maryland

• Mary Ziegler Zimmerman, University of Maryland

• Blake O'Neal Turner, Marquette University

• Margaret Walton, University of Maryland