Unlikely Activism – How a Teacher Preparation Course Accidentally Became a Lesson in Civil Responsibility

• In Event: Preservice Teacher Perspectives

Abstract

This paper investigates the impact of the current US political climate on preservice teacher candidates' political and democratic understanding. Using critical theory as a framework, the study aims to develop strategies that address barriers to engaging young people in the democratic process. Autoethnography is used to explore the experiences and perspectives of teachers who teach the civic process using a critical theory framework. Data sources include students' reflective essays and in-class notes, as well as the researcher's video journal and note log. By studying preservice teacher candidates' political understanding, this study can help create an informed and engaged citizenry and develop effective pedagogical strategies.

Author

• Martha A Wilkins, Lewis University