Bringing the Margins to the Forefront

Abstract

Focusing on content, pedagogy, and dispositions, individually and collectively, with preservice teachers contributes to understanding the intersectionality of identities and structural inequities. In this chapter, the authors describe their backgrounds as an entry point to teaching about social justice and identity in their courses. They share guiding theoretical perspectives used to ground their practice and build classroom communities with preservice teachers. The authors emphasize content, applied assignments, and activities to build an understanding of social justice and equity and bring students closer to understanding their life experiences and their impact when working with students and families. This chapter offers a means to bring the margins to the forefront in preservice teacher education to affect lasting change in how preparation can better address educational inequities in schools and communities.