Abstract
ABSTRACT Teachers in public schools regularly face labor oppression. Despite this reality, in research and practice, “social justice teacher preparation” has largely neglected the topic of labor struggle. We offer this community auto-ethnography as a collective reflection on how we came to our own understandings around these issues and what we learned from supporting students’ development around these topics as we co-taught a Foundations pre-service teacher preparation course. We unpack the experiences that shaped our individual relationships to issues of social justice and labor that were prioritized in the class with implications for expanding the purview of social justice teacher preparation.
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