Abstract
At this historic moment, the quest to develop equitable and inclusive curriculum is even more imperative to support all students in the learning process. This urgency becomes even more relevant when our K-12 schools need teacher education programs to prepare future teachers from diverse backgrounds with necessary tools to engage and empower underrepresented groups in social justice practices. One of the best guides for this task is critical pedagogy. This study sought to determine if Education Preparation Programs (EPPs) at three Hispanic Serving Institutes (HSIs) in North Texas were devoting their curriculum to principles of critical pedagogy. The study was guided by a critical pedagogy framework developed by Giroux (2020). This framework was used to analyze the EPPs required courses’ syllabi. In our article, we discuss how the EPPs are supporting preservice teachers’ knowledge of critical pedagogy aspects and inconsistencies found among the HSIs in our region. Additionally, implications are shared for further use of the framework to assess EPP curriculum, guide program revisions, and encourage discourse among EPPs at HSIs on how to best serve our students.
Highlights
Our study was initiated as 2019 concluded
This need for reform in the K-12 educational system cannot happen without adjusting our practices in Educator Preparation Programs (EPPs)
Critical pedagogy contributes to the development of reflective educators who are devoted to supporting democratic participatory citizens and social justice for our society
Summary
Our study was initiated as 2019 concluded. As the new year progressed, we had no clue what was in store for us in 2020. Critical pedagogy requires us to confront oppression and support an educational system that works towards emancipation (Freire, 1973) This need for reform in the K-12 educational system cannot happen without adjusting our practices in Educator Preparation Programs (EPPs). Since the larger focus of critical pedagogy is to emancipate ourselves and our students from oppressive structures and societal injustices, our study sought to determine if EPPs at our local Hispanic Serving Institutes (HSIs) were devoting their curriculum to principles of critical pedagogy. This knowledge was imperative for us as members of the Latinx community, as faculty members at an HSI, and as teacher educators. Henry Giroux (2010) merged Freire’s collective works to describe critical pedagogy for educators
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