ABSTRACT

All too often pre-service teachers are not well prepared to discuss issues of racism, oppression and bias with their future students. Teacher educators can prepare their students for this work by developing projects that focus on addressing equity and racial justice. This article describes one such project in which a group of twenty early childhood education students in a social studies methods course along with first and second grade children worked together on a project designed to help them engage with issues of racial inequity. In this semester long exploration of the life of racial justice activist Modjeska Simkins the pre-service teachers utilized justice-orientated teaching to build, integrate, and enact curriculum around issues of social justice. The pre-service teachers reported gaining confidence in using this pedagogy to engender an understanding of equity, address issues of societal inequities, and work with their future students in confronting these issues. The article contains a description of the teaching model and its application to guide teacher educators to become familiar with justice-orientated teaching and embark on efforts to engage in such practices in their own courses.

摘要

职前教师经常没有做好与未来学生讨论种族主义、压迫和偏见问题的准备。教师教育工作者可以通过开发专注于解决公平和种族正义的项目来让学生为这项工作做好准备。本文描述了一个这样的项目，其中 20 名参加社会研究方法课程的幼儿教育学生与一年级和二年级的孩子一起开展了一个旨在帮助他们解决种族不平等问题的项目。在本学期对种族正义活动家 Modjeska Simkins 生活的长期探索中，职前教师利用以正义为导向的教学来围绕社会正义问题构建、整合和制定课程。职前教师报告说，他们越来越有信心使用这种教学法来加深对公平的理解，解决社会不平等问题，并与他们未来的学生一起面对这些问题。文章描述了教学模式及其应用，以指导教师教育者熟悉以正义为导向的教学，并努力在自己的课程中参与此类实践。