Developing Preservice Teachers’ Equity Consciousness and Equity Literacy

Debra Bukko,Kimy Liu

doi:10.3389/feduc.2021.586708

Abstract

Teachers need the knowledge and dispositions to identify and dismantle barriers contributing to persistent educational inequity. This work begins by centering equity in teacher education with a focus on developing teachers’ critical consciousness of the systems of power and privilege in educational institutions. Utilizing equity-focused instruction and coaching, this study explored the development of preservice teachers’ Equity Consciousness and Equity Literacy knowledge and dispositions during a teaching-coaching-reflection transformative learning experience. Participants demonstrated increased Equity Consciousness and Equity Literacy, recognizing their assumptions about learners’ lived experiences and the funds of knowledge students bring to the learning environment. Findings from this empirical study indicate this approach contributes to the development of the equity-based dispositions essential to dismantling current educational barriers and replacing them with inclusive and empowering instructional practices.

Highlights

Teacher education is critical to the development of teachers’ equity consciousness and equity literacy; without this critical consciousness, there is a danger that equity may become yet another empty educational buzzword (Jackson, et al, 2019; Shelton, 2019; Williams and Brown, 2019)
Results are presented within the context of the five levels (None, Limited, Inauthentic, Vacillating, Authentic) of the Equity Consciousness framework (Skrla et al, 2009) and within the four abilities (Recognize, Respond, Redress, Create and Sustain) of the Equity Literacy framework (Gorski, 2018)
Results are framed using the Equity Literacy principles of Fix Injustice, Not Kids and Equity Ideology (Gorski, 2018) Evidence of developing Equity Consciousness and Equity Literacy emerged from a comparative analysis of one rehearsal and reflection simulation to the

Summary

Introduction

Teacher education is critical to the development of teachers’ equity consciousness and equity literacy; without this critical consciousness, there is a danger that equity may become yet another empty educational buzzword (Jackson, et al, 2019; Shelton, 2019; Williams and Brown, 2019). Education is rife with buzzwords representing trends driven by socio-political forces; these words become labels ascribed to reform initiatives. Accountability is one such buzzword emerging in the wake of No Child Left Behind (NCLB) to explain changes in curriculum, instructional practices, and test preparation initiatives (Ladd, 2017). Accountability did little to fulfill the promise of NCLB: elimination of the education debt created by systems that oppress rather than emancipate (Ladson-Billings, 2006). The intent of ESSA is to prompt examination of systems and identification of practices and procedures creating barriers for historically excluded populations, including minoritized students, students with low socio-economic status (SES), English learners, students with disabilities, and those who are homeless or in foster care (Cook-Harvey et al, 2016). The promise of ESSA is that equity can be achieved by providing all students access to higher-order thinking and learning, multiple measures of equity, and evidence-based interventions (Cook-Harvey et al, 2016)

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Conclusion