Working Toward Brave Spaces With Preservice Teachers to Inspire Socially Just Praxis

• In Event: Rethinking Teacher Education Pedagogy: Multifaceted Approaches for Implementing Equity Pedagogy

Abstract

This qualitative case study investigated the experience of preservice elementary teachers (PSTs) participating in a literacy methods course whose course objectives included engagement with critical readings of texts and development of justice-oriented teaching. Data collection included participant observations of course sessions, student-produced artifacts, and one-on-one interviews. PST participants reported feeling better prepared to bring picturebooks representing minoritized perspectives to their future classrooms and many expressed commitments to doing so. Several also reported growth in their own reading abilities. Though we also found use of hijacked language to refer to non-dominant experiences, we recognize these hesitations and concerns as vital locales of discomfort that can carve out brave spaces (Medina, 2020) for growth and exploration of equity-oriented praxis.

Authors

• Meghan Valerio, Kent State University

• Xenia Hadjioannou, The Pennsylvania State University - Harrisburg