"We Have Some Work to Do": Using PhotoVoice to Explore K–8 Preservice Teacher Identity

• In Event: Discussions of Equity: Critical Race Theory, Culturally Responsive Schooling, and Identity Issues in Social Studies Education

Abstract

Despite a call for enhanced social justice education from scholars, stakeholders, and theorists, research that explores the ways pre-service teachers develop social justice-oriented identities remains limited. This study investigates the self-authorship of elementary pre-service educators during a social studies methods course, where PhotoVoice was introduced as both a research methodology and a pedagogical strategy for use with preK-12 students, community members, and families. While findings demonstrate enhanced self-awareness of positionality, they highlight a need for greater attention to practice in order to support self-authorship and self-transformation. This study offers implications for teacher preparation programs, practicing and pre-service teachers, and researchers, particularly those interested in the intersections of social studies teacher identity development and social justice education.

Authors

• Christine Rogers Stanton, Montana State University

• Hailey Suzanne Hancock, Montana State University