An Explorative Study on How Prior Schooling Experiences Shaped Minoritized Preservice Teachers' Occupational Vision Statements

• In Event: Counternarratives of Preservice Teachers

Abstract

We explore learning experiences that informed future-teaching visions of pre-service teachers who identified with marginalized communities (e.g., child of an immigrant, low SES, "brown”, neurodivergent, queer). We analyze vision statements from an undergraduate education major course to examine written descriptions of prior schooling experiences, recognizing trauma was often perpetrated by school systems shaped by social, historical, and political factors inside and outside of schools. We discuss themes of conformity, trauma, and intersectionality as we seek to explore how pre-service teachers navigate these assimilation K-12 experiences as resources for imagining their future teaching practice. We found that students who articulated feelings of constraint also described traumatic learning experiences and propose future research to examine this further.

Authors

• Denisse Avila, University of North Texas

• Danielle Keifert, University of North Texas

• Charles Flemister, University of North Texas

• Xiaolu Fan

• He Xiao

• Supuni Dhameera Silva, University of North Texas

• Soad Badra