A Community Approach to Inquiry: Insights From the Process of Teaching for Social Justice

• In Event: Poster Session 17
  In Poster Session: Research on Preservice Teacher Education for Diverse Urban K-12 Settings

Abstract

The authors draw upon their experiences and collaborations of teaching and researching in a literacy studies department. The purpose of this paper is to sort out the tensions that emerged in data from three studies. By looking through and across the three studies, we examine how preservice and practicing teachers think and act on their notions of what it means to teach for social justice. Our purpose is twofold: based on the data of our individual studies, we will suggest implications about the intersections of theory, practice, ideology, and politics for teacher educators and administrators of teacher education programs; secondly, we will explore how our collaborative process of working through our teaching dilemmas gave shape to our deliberations.

Authors

• Bailey Herrmann, Grand Valley State University

• James R. Carlson, University of Wisconsin - Madison

• Jessica Gallo, University of Montana