Understanding Preservice Teachers' (Mis)Understanding of Revolutionary Love in Pursuit of Teaching for Social Justice

• In Event: Fairmont Roundtable Session Eleven
  In Roundtable Session: The Evolution of Educating: Pedagogies and Practices in Teacher Education (Table 5)

Abstract

The objective of this study is to explore: 1) how the course instructor, Author1, presented revolutionary love as central to teaching for social justice? 2) How PSTs demonstrated their understanding of this concept in their written course work? In pursuing these questions, we aim to identify connections between how this central course tenet was taught by the instructor and what key aspects of this disposition (e.g. agentive love and critical love) students seemed to take up or not take up, as evidenced by their final written course reflections. Findings from this study suggest ways to teach topics like revolutionary love so preservice teachers can begin to see what's possible through education that is centered in social justice.

Authors

• Francisco L. Torres, Kent State University
  Presenting Author

• Jackie Ridley, Kent State University
  Presenting Author

• Rhonda Hylton, Indiana University Bloomington
  Presenting Author