Exploring Teacher Educators' Social Justice Identity Through a Community of Learners

• In Event: AERA Roundtable Session 1
  In Roundtable Session: Diverse and Critical Perspectives in Physical Education

Abstract

Limited research has been conducted on the process of individual or collective identity formation of teacher educators in becoming teacher educators of/for social justice. Through a community of learners, six teacher educators met to explore their biographies through critical incidents that positioned them in a particular manner to social justice. Such exploration shed light on positionality, privilege, social positioning, and life histories. Underpinned by Freire’s concept of dialogue, we engaged in discomforting but safe collaborative dialogue which allowed for our social justice identities to undergo a process of ‘transforming’, ‘becoming’, and ‘constructing’. It is these ever-evolving social justice identities that positions us as teacher educators in a particular standpoint for the enactment of teacher education pedagogies for social justice.

Authors

• Dylan Scanlon, University of Limerick

• Ann MacPhail, University of Limerick

• Antonio Calderón, University of Limerick

• Elaine Murtagh, University of Limerick

• Claire Walsh, University of Limerick

• Brigitte Moody, University of Limerick