Change Happens Beyond the Comfort Zone
Bringing Undergraduate Teacher-Candidates Into Activist Teacher Communities
Bibliographic Data
| ID | 4308570 |
|---|---|
| Authors | Kathleen Riley (West Chester University, PA, USA, corresponding author), Kathryn Solic (West Chester University, PA, USA), Katie Solic (0000-0002-8632-6890, West Chester University) |
| Year | 2017 |
| Volume | 68 |
| Issue | 2 |
| Pages | 179-192 |
| Publication date | 2017-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487116687738 |
| OpenAlex | W2589839501 |
| Language | EN |
| Citations received | 22 |
| References cited | 41 |
This article shares findings from a qualitative study of an undergraduate urban education fellowship designed to connect teacher-candidates with activist teacher communities and explore questions of social justice, equity, and multicultural teaching. Fellows attended conferences, professional meetings, and on-campus dialogues over one semester. Interview transcripts and meeting notes were analyzed through the lenses of teacher inquiry and transformative learning theory. Findings reveal how teacher-candidates experienced shifts in their viewpoints through encountering new perspectives, discomfort with returning to their lives with new understandings, and a strong drive to further their learning about urban education. Within the context of a persistent gap between a mostly White, middle-class teaching force and a racially and socioeconomically diverse student population, this study offers an image of transformative preservice teacher education in which teacher-candidates encounter professional communities outside of the confines of the classroom
Context (archaeology) · Cultural pluralism · Educational Equity · Equity (law) · Multicultural education · Multiculturalism · Pedagogy · Political science · Qualitative research · Social justice · Social science · Sociology · Teacher education · Transformative learning · Viewpoints · Adult and Continuing Education Topics · Critical and Liberation Pedagogy · Critical Race Theory in Education · Psychology
Firmar a posição como professor, afirmar a profissão docente
Turning Teacher Boredom Into Better Teaching
Liderar el desarrollo profesional docente
A Synthesis of the Research on Community Service Learning in Preservice Science Teacher Education
Practices of social justice-oriented teacher education
Linking instructional leadership to teacher practices
Abolitionist Teacher Education in the Contact Zone
Nurturing “A Specific Kind of Unicorn-y Teacher”
From pre-service science teacher towards transformative intellectual
Complexity and Transformative Learning
Navigating Challenges and Tensions in Social Justice–Oriented Teacher Education
Conceptualizing White-Ability Saviorism
The post‐Covid‐19 future of digital learning in higher education
In it together’
The role of sociopolitical discourse in teachers’ talk
Teacher Preparation for Culturally Relevant Education
The Role of Political Education in the Formation of Teachers as Community Organizers
So Why Is It OK Here?” Literacy Candidates Grappling With Culture/Culturally Relevant Pedagogy in Urban Fieldsites
Education is Political Now”
Taking Back Teaching
Reflecting on Others Before Reflecting on Self
When Shutting the Door Won't Do
Savage inequalities
Places of Learning
Race, Charter Schools, and Conscious Capitalism
The Adequacies and Inadequacies of Three Current Strategies to Recruit, Prepare, and Retain the Best Teachers for All Students 1
Learning to Teach against the Grain
Transformative Learning
Lessons from Dorothy Allison
Toward a Critical Race Theory of Education
Teacher Candidates’ Perceptions of Debriefing Circles to Facilitate Self-Reflection During a Cultural Immersion Experience
The Politics of Education
Weighty Perceptions
Challenges in Teacher Education for Urban Education
Changing Preservice Teacher Perceptions of Minority Schools
Walking the Walk
Understanding Profiles of Preservice Teachers With Different Levels of Commitment to Teaching in Urban Schools
Learning From Preservice Teachers’ Thoughts About Teaching in Urban Schools
What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover
Color Blindness and Basket Making Are Not the Answers
Interrogating Identity and Social Contexts Through “Critical Family History
But that's just good teaching! The case for culturally relevant pedagogy
Teacher Research as a Way of Knowing
Preparing Teachers for Culturally Diverse Schools
Unpacking the "Urban" in Urban Teacher Education
Incubating and Sustaining
The Turn Once Again Toward Practice-Based Teacher Education
In It for the Long Haul
Developing Socially Just Teachers
I Am Not Afraid to Listen
Situated Learning
| Unique citing works | 22 |
|---|---|
| Citations per year | 2,44 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 22 |