Practicing a Pedagogy of Discomfort with Teacher Candidates

Observations and Reflections from a Year-Long Case Study

Bibliographic Data

ID8924249
AuthorsLeah Mortenson (Keio Academy of New York), Elizabeth Chase (0000-0003-4036-5576, St. John's University, corresponding author), Bilge Cerezci (0000-0002-9648-2387, National Louis University, National College of Education)
Year2024
Volume60
Issue3
Pages311-333
Publication date2024-05-03
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEducational Studies (JOURNAL)
Journal identifiersISSN: 0013-1946 • E-ISSN: 1532-6993
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131946.2024.2351363
OpenAlexW4398131191
LanguageEN
References cited56

This article explores the outcomes of instruction employing a pedagogy of discomfort (or disequilibrium)—a teaching style that embraces discomfort as a part of the learning process—in a teacher preparation program. Drawing on data from a case study, we present findings from our work involving teacher candidates in discussions about social injustices to encourage a deeper understanding of the origins of these societal issues and a greater awareness of how they impact PK-12 education. This paper identifies the minimization and validation of difference and privilege that emerged in the context of participants' responses, including themes that circulate around responsibility to change the existing system into one that is more equitable to all

Mathematics education · Medical education · Pedagogy · Critical Race Theory in Education · Educational Environments and Student Outcomes · Medicine · Psychology · Teacher Education and Leadership Studies

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