Engaging the Complexities in Justice-Oriented Teacher Education Practice: Phenomenological Exploration of Hegemonic Insider-Outsider

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Emancipatory Pedagogies: Engaging Justice, Power, and Teacher Identity

Abstract

In this study, I seek ways to support preservice teachers’ engagement with the topics and practice related to race, racism, and cultural diversity. This work is grounded in the understanding that various axes and dimensions of power relations deeply inform teacher practice and assumes that future teachers must learn how to navigate various forms of domination and exclusion in society. This study finds that the phenomenon of hegemonic insider-outsider is constructed in multiple ways as it is produced at the intersections of individual students’ positionalities, social systems, and structures. This paper interrogates the phenomenon of how to prepare and support students and teachers to be social actors who are accountable with space and practice for equitable processes and outcomes.

Author

• Younkyung Hong, Ball State University