Learning From the “Other” Side of Us: A Cooperative Inquiry by Minorities in Teacher Education

• In Event: Constructing Knowledge and Promoting Social Change: Cutting Edge Issues in Social Justice

Abstract

This paper highlights the voices of underrepresented individuals in teacher education through a cooperative inquiry (Heron, 1996) by four female teacher candidates of color, a male teacher candidate, and a lesbian teacher educator. Drawing upon group discussions and written autobiographies, we investigated our perceptions of the value we add to the field of education and the challenges we have faced in our paths to becoming teachers. Key findings include the importance of divergent voices; the role of teacher diversity in connecting with pre-K-12 learners; and the depth of isolation experienced by men, individuals of color, and sexual minorities in teacher education. Our discussion of findings includes strategies for teacher educators to make teacher preparation more relevant for underrepresented teacher candidates.

Authors

• Laura Bower-Phipps, Southern Connecticut State University

• Thomas D. Homa, Southern Connecticut State University

• Maria Cristina Cruz, Southern Connecticut State University

• Arlette Mello Johnson, Southern Connecticut State University

• Cristina Albaladejo, Southern Connecticut State University