Critical Reflection in Building Practice Spaces: Examining Our Pedagogical Writing Processes for Equity

• In Event: Critical Writing in Teacher Education

Abstract

Drawing on sociocultural and feminist theories, and on critical writing pedagogy, we examined our writing processes as teacher educators creating digital teaching scenarios, in order to understand how equity and justice are addressed in our teaching practices. To consider how our processes offer insights into the pedagogy we provide teacher candidates, we reflected on the following: what mediates teacher educators’ writing processes around teaching equity-focused practice spaces, and what role does collaborative writing play in developing and shifting equity-focused practice spaces? Three interpretations emerged that highlight how our writing and collaborative processes helped us understand how equity and justice are manifested in our practice: through collaborative writing; as a third space between theory and practice; and, as equity through reflection.

Authors

• Stephanie Rollag Yoon, The College of Saint Scholastica

• Jana LoBello Miller, University of Minnesota

• Annette Marie Miller, College of Saint Scholastica

• Laura Larke