CARLA Fellow Presentation:
Searching for Social Justice: Engaging Critical Consciousness & Dialogic Pedagogy through Critical Participatory Action Research
Tuesday, April 20, 2021
Noon–1 p.m. (Central Time)
“Social justice” has become a major emphasis in education, so preparing pre-service teachers to develop praxis aimed at educational equity has driven many contemporary trends in teacher preparation programs. However, questions remain about how teacher educators can facilitate pre-service teachers’ consciousness raising on the conceptualizations and practicalities of teaching for liberation. This presentation examines the ways one teacher educator worked alongside her pre-service English language teachers to reimagine their classroom as a site of dialogic education (Freire, 1970) through a Critical Participatory Action Research (CPAR; Kemmis, McTaggart, & Nixon, 2014) project on the School-to-Prison Pipeline that challenged participants to actively engage in critical explorations of themselves as both intercultural humans and teachers from a lens that extended beyond the walls of their classroom. Through CPAR, participants deconstructed traditional top-down knowledge dissemination pathways and became responsible for and responsive to their own complex journeys of discoveries of who they are as critical teacher-scholars in their sense-making of “social justice.” Implications for the potentials of CPAR as a “practice-changing practice” (Kemmis et al., 2014, p. 2) in language teacher preparation will be discussed.
Presenter: Amanda Swearingen is a PhD student in Second Language Education at the University of Minnesota. Her research explores pre-service teachers’ developing identities as critical intercultural scholars and pedagogues and the ways teacher preparation curriculum engages with critical intercultural communication.