Affecting Engagements in Justice-Oriented Teacher Preparation: A Psychosocial Intersectional Approach
Dados Bibliográficos
| AUTOR(ES) | |
|---|---|
| AFILIAÇÃO(ÕES) | Multicultural Education, Montana State University, Bozeman, MT, USA, Indiana University School of Social Work |
| ANO | Não informado |
| TIPO | Artigo |
| PERIÓDICO | Cultural Studies - Critical Methodologies |
| ISSN | 1532-7086 |
| E-ISSN | 1552-356X |
| EDITORA | Sage Publications Ltd |
| DOI | 10.1177/15327086251361804 |
| ADICIONADO EM | 2025-08-18 |
Resumo
This study examines the affective responses of pre-service teacher candidates and how intersections of race and whiteness, gender, and class influence teacher preparation in urban school contexts. Within a US neoliberal urban education reform context, we draw upon affect theory (Ahmed, 2014) and intersectionality theory (Collins, 2000; Crenshaw, 1991) as a theoretical lens that informs a psychosocial intersectional methodological approach (Scheurich & Mason, 2024) to examine three events that took place during the study. This study contributes to understanding how affect and intersectionality inform urban education contexts and the meaning-making of teachers in both oppressor/oppressed positions and offers insights into how affective complicity may be challenged in justice-oriented teacher education programs.
Referências Citadas
(2017)