Abstract
ABSTRACT Wicked problems confront educators to consider whether K-12 education is fulfilling its promise for more equitable futures. This challenge demands teachers understand how past and present are implicated in the formation of injustice and its repair as central to their professional practice. In this context, we ask: How can the professional educator grapple with a history of systemic violence without being paralyzed or overwhelmed? To answer this question, we draw on our experience as teacher educators in a course on teacher professionalism. More specifically, we use pedagogical mappings to trace the difficult work of teacher candidates and teacher educators in self-examination when dealing with wicked problems in education. We suggest that teachers’ ability to identify the thinking and affective patterns that prevent them from engaging with difficult histories is key in committing to reparative futures. We close by offering three provocations to think about how these patterns can help teacher candidates and teacher educators alike forge a professional identity committed to the repair of educational injustices.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call