Towards Equity, Inclusion, and Justice: Navigating Social Foundations in Education as Teacher Educators

• In Event: Philosophical and Theoretical Considerations

Abstract

This study explores the intersection of teacher educators' praxis with those of their preservice teachers, emphasizing equity-centered pedagogy. It investigates tensions arising from differences in social foundations and examines educators’ approaches for reconciling their convictions with pre-service teachers' socialization. Drawing from Barad's concepts of becoming and diffraction, alongside Haraway's notion of response-ability, the paper reconceptualizes teacher learning as dynamic self-differentiation. Through dialogic reflexivity, it engages with preservice teachers' work to embrace their lived experiences and nuances of tension. Diverse perspectives are integrated, recognizing identity construction's dynamic nature and potential for reality reconfiguration. The study offers insights into fostering equity-oriented teaching practices and transformative pedagogy within diverse educational contexts.

Authors

• Elena Hatton Silverman, Indiana University - Indianapolis

• Sophia Jeong, The Ohio State University