Viewed as a Problem: Immigration, Empathy, and Reflective Writing for Pre-Service Teachers

• In Event: Building Racial Literacies and Empathy: Reflective Practices in Preservice Teacher Development

Abstract

The more preservice teachers know about the immigration system, the more empathetic they are with multilingual (ML) students. Using qualitative methods, researchers analyzed student written reflections (n=101) after a guest lecture in their class. Findings demonstrated students expressed shock and outrage as they learned details of immigration policies, detention, and the impact of families. Analysis showed their written reflections focused on human dignity, future classroom plans, and changed teacher identities.

Authors

• Hannah Lamar Best, Clemson University

• Sarah Williams-Shealy, Clemson University

• Sheliah Gwyn Durham, Clemson University

• Stephanie Madison, Clemson University