Preparing Teacher Candidates for Social Justice Advocacy in a Graduate Action Research Course: Am I Walking My Talk?

• In Event: Preparing Social Justice Teachers: Rethinking Action Research Curriculum for Transformation

Abstract

Teacher educators have to reflect critically on their curriculum content and teaching strategies to examine whether they are “acting on their beliefs” about diversity and social justice (Gay, 2010). This process is critical since teacher-educators attitudes about diversity and social justice inform what they teach and how they teach teacher candidates about equity in schools (Gay, 2010). The purpose of this study was to explore students’ perceptions of how the curriculum and practice in a graduate action research course taught at a Jesuit Institution prepared them for social justice advocacy. The findings from this study can bring to light the need for issues of power and privilege and oppression in action research curriculum for teacher educators who want to guide students into inquiry that promote social change.

Social justice education and action research have common goals of social justice and equity and the potential to prepare teachers candidates for transformative work in schools (Adams, Bell, & Griffin, 2007; Price, 2001). Carlisle, Jackson, & Dover (2006) describe social justice education as the “conscious and reflexive blend of content and process intended to enhance equity across multiple social identity groups (e.g., race, class, gender, sexual orientation, ability), foster critical perspectives, and promote social action (p.57).” Praxis, an underlying principle of social justice education, can help teacher candidates view action research as form of social action (Friere, 1970; Hackman, 2005; Rossman & Rallis, 2003). Therefore, through inquiry teachers can reflect on their practice and take actions to transform structures and practices in schools that are oppressive to marginalized groups. The findings from this study can bring to light the need for issues of power and privilege and oppression in action research curriculum for teacher educators who want to guide students into inquiry that promotes social change.

Villegas and Lucas (2002) contend that culturally responsive educators are aware multiple identities influence students’ different ways of knowing and how power and privilege play out in social institutions. In addition, culturally responsive teachers affirm students’ diverse backgrounds; are committed to equity and social change; involve students in knowledge construction, learn about the lived experience of students, and use their prior knowledge in the classroom (p. 21). This framework along with the principles of social justice education ground this inquiry.

A qualitative approach was used for this study to understand how students experienced the curriculum content and processes in a graduate action research course. Using a constant comparative method, interview transcripts, course materials, students’ final projects and evaluations from two sections of the course, Spring 2010 and 2011, were analyzed (Creswell, 2009). Initial findings suggest the content increased students awareness about social justice issues in schools and guided the selection of their inquiry topic whereas the act of doing research increased their confidence to make change in their classrooms. One key tension is that an explicit critical approach to action research may increase students’ resistance to social justice advocacy if they hold conservative perspectives about equity in schools.

Author

• Stephanie Burrell Storms, Fairfield University