Working in Solidarity: An Intersectional Self-Study Methodology as a Means to Inform Social Justice Teacher Education

Autor/inn/en	Reyes, Ganiva; Aronson, Brittany; Batchelor, Katherine E.; Ross, Genesis; Radina, Rachel
Titel	Working in Solidarity: An Intersectional Self-Study Methodology as a Means to Inform Social Justice Teacher Education
Quelle	In: Action in Teacher Education, 43 (2021) 3, S.353-369 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reyes, Ganiva) ORCID (Aronson, Brittany)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2021.1883149
Schlagwörter	Social Justice; Preservice Teacher Education; Teacher Competencies; Consciousness Raising; Teacher Education Programs; Teacher Educators; Feminism; Gender Bias; Racial Bias; Power Structure; Curriculum; Cultural Influences; Journal Writing; Reflection; Course Descriptions; Story Telling; Teaching Methods; Teacher Characteristics; Controversial Issues (Course Content); Team Teaching; Teacher Collaboration + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Lehramtsstudiengang; Lehrerausbildung; Lehrkunst; Bewusstseinsbildung; Teacher education; Education; Lehrerbildung; Feminismus; Geschlechterstereotyp; Racial discrimination; Rassismus; Curricula; Lehrplan; Rahmenplan; Cultural influence; Kultureinfluss; Zeitschriftenaufsatz; Kursstrukturplan; Teaching method; Lehrmethode; Unterrichtsmethode; Controversial issues; Kontroverse; Teamteaching; Lehrerkooperation
Abstract	In this article, we critically analyze our experiences in preparing pre-service teachers (PSTs) to teach for social justice. We utilized an intersectional lens to identify and validate our different positionalities and pedagogies. It is this interplay of validating our differences and commonalities that enabled us to form a sense of solidarity in our efforts to nurture our students' critical consciousness. Through our collective engagement with intersectionality and self-study methodology, we co-constructed a common ground of what social justice teaching meant to us and how we navigated the highly personal, messy, and often contradictory experiences of engaging in this work with students. From this process, we uncovered three themes from our self-study: 1) curriculum is a living entity; 2) teaching is personal and vulnerable, and 3) co-teaching and collaboration invigorates us to keep practicing our social justice orientation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01