Critical Teacher Educators: On the Learning of Doing Social Foundations

• In Event: Marginality and Solidarity: Centering Race and Justice in Teacher Education

Abstract

In this study, we center the question, How do teacher educators learn to teach for social justice/critical pedagogy? We intend to answer this question through autoethnographic work using personal journaling, interviewing one another, and peer observations to collect data. We are a team of teachers/scholars/activists who are part of a collaborative that teaches a social foundations course (EDL 204) required for all preservice teachers (PSTs). We come together as teacher educators across various positionalities, academic training, life experiences, and rank. We believe in the power of critical community building as a tool to reimagine higher education (teacher education) as a space to center justice and thus as healing practices.

Authors

• Jing Tan, Miami University - Oxford

• Brittany A. Aronson, Miami University

• Madiha Mohsin Syeda, Miami University Ohio

• Prince Johnson