Exploring the Lived Experiences of Middle Grades Teacher Candidates Engaging in Critical Consciousness to Inform Equity-Oriented and Responsive Teacher Education
Bibliographic Data
| ID | 22044271 |
|---|---|
| Authors | P Gayle Andrews (0000-0001-5814-6799, University of Georgia, corresponding author), Gayle Andrews (University of Georgia), Susan Y Leonard (Madison County Public Schools) |
| Year | 2023 |
| Volume | 13 |
| Issue | 7 |
| Pages | 658 |
| Publication date | 2023-06-28 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13070658 |
| OpenAlex | W4382723432 |
| Language | EN |
| Citations received | 8 |
| References cited | 35 |
To inform equity-oriented and responsive middle grades teacher education, the current article is a qualitative study of the lived experiences of middle grades teacher candidates enacting critical consciousness in their first semester in a two-year equity-oriented middle grades teacher preparation program. Equity-oriented and responsive middle grades teacher education is defined as professional learning for middle grades preservice and inservice teachers that advances their development of critical consciousness, develops their capacity, knowledge, and skills as culturally and developmentally responsive teachers of young adolescents, and attends to their cultural and historical locations, pedagogical needs, interests, and concerns. Using a phenomenological research tradition and theories of critical consciousness and culturally relevant pedagogies, researchers closely examined 20 participants’ narratives and annotated reflections on how they “read the world” as perceived through the lenses of their cultural and historical locations and their descriptions of their experiences with critical incidents of perceived injustice as documented in Justice Journals. Two major themes emerged in participants’ data regarding their lived experiences of engaging in critical consciousness: (1) noticing and commenting on systems of oppression and (2) describing responses and strategies in connection to instances and patterns of injustice. Within the theme of noticing and commenting on systems of oppression, three sub-themes included (a) gender socialization, (b) classism, and (c) racism. Within the theme of describing responses and strategies in connection to instances and patterns of injustice, analysis revealed four sub themes: (a) responding to discomfort, (b) critiquing/distancing, (c) stopping, and (d) feeling blessed. These themes and sub-themes represent teacher candidates’ lived experiences of engaging in critical consciousness, primarily focused on critical awareness, critical reflection, and critical analysis. Implications for developing equity-oriented and responsive middle grades teacher education are provided
Consciousness · Consciousness raising · Critical consciousness · Injustice · Narrative · Oppression · Pedagogy · Qualitative research · Social science · Sociology · Teacher education · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Psychology · Social Psychology · Teacher Education and Leadership Studies
Operationalizing critical consciousness
Development and validation of a self-perception instrument for critical media literacy in Chilean pre-service teachers
Language Analyses of Multicultural Text Discussions
Middle-Level Teacher Development and Identity
Middle Level Teacher Development for Advocacy
Epistemic justice, continuum thinking, and discomfort pedagogy
Towards embodied criticality
Preservice teachers’ cultural competence factors in teacher preparation programs
Getting Smart
Phenomenological research methods
Critical Consciousness
A Synthesis of Funds of Identity Research
Toward a Theory of Teacher Education for Social Justice
Funds of Identity
Toward a Critical Race Theory of Education
Funds of Identity
Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie
From Where Do You Read the World
Maybe That Concept Is Still with Us”
But I’m not a racist!” Phenomenology, racism, and the body schema in white, pre-service teacher education
Navigating the journey to culturally responsive teaching
Politics of hybridity
Critical Consciousness
Mapping the Margins
Navigating Contradictory Communities of Practice in Learning to Teach for Social Justice
Toward a Theory of Culturally Relevant Pedagogy
Transgress
Practices of Compassionate, Critical, Justice-Oriented Teacher Education
From Ideal to Practice and Back Again
With Constructivist Grounded Theory You Can't Hide
| Citations per year | 4 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |