Applying Humanizing Pedagogy in a Reflexive Analysis of Sociopolitical Identity Among Teacher Candidates

• In Event: Teacher Education: Muddying the Truths About Equity

Abstract

Future teachers are insufficiently prepared to disrupt the historical inequities entrenched within the local context of classrooms and schools. Using data from three pre/post cohorts, (N=365), this paper examines the results of the Equity Scenario Response Survey (ESRS) to analyze the preparedness of teacher candidates to take on a sociopolitical identity for humanizing pedagogy and create equitable change in their future classroom. Humanizing pedagogy places immense responsibility on teachers to educate students through a new paradigm with the potential for bringing about changes in education and society. Findings reveal that, although candidates were more prepared to apply equitable practices after student teaching, they are not receiving sufficient preparation to develop their sociopolitical identity.

Authors

• Diane Codding, Northwestern University

• Nicholas S. Bell, University at Albany - SUNY