Abstract

The purpose of this teacher action research project is to examine the perspectives of high school youth as they experience an intensive, 45-hours summer course geared toward developing and strengthening students critical consciousness as future teachers. This research study centers on a teacher pipeline program called the Future Educators Program (FEP) focused on preparing a diverse group of students interested in the teaching profession. Employing tenets of critical hope, such as hokey hope and Socratic hope, the teacher-researcher seeks to examine how students make sense of educational inequality as it relates to race and class. Findings from this study illustrate the ways participants debunk misconceptions linked to hokey hope and exercise Socratic hope in their critical self-reflections with regards to their lived and racialized experiences. The author concludes with implications for the recruitment and retention of minoritized youth as future teachers for social justice.

摘要

这个教师行动研究项目的目的是研究高中青年在45个小时的夏季密集课程中的观点，这些课程旨在培养和增强学生未来的批判意识。这项研究的重点是称为未来教育者计划（FEP）的教师流水线计划，该计划着重于培养对教学专业感兴趣的各类学生。教师研究人员采用批判性希望的原则，例如曲棍球希望和苏格拉底希望，试图研究学生如何看待与种族和阶级有关的教育不平等。这项研究的结果说明了参与者在与生活和种族化经历相关的批判性自我反思中，揭穿了与霍克希望相关的误解并运用苏格拉底式的希望的方式。