Empowering Teacher Candidates to Create Social Justice Curriculum Through Civic Engagement Projects

The purpose of this research is to examine how participating in a Civic Engagement Project (CEP) led teacher candidates (TCs) to develop and publish race and social justice curriculum. This article describes the CEP, a graduate level social studies methods course assignment for TCs who research comm...

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Bibliographic Details
Published in:Journal of higher education theory and practice 2021-08, Vol.21 (8), p.227-236
Main Author: Thieman, Gayle Y
Format: Article
Language:English
Subjects:
Beginning Teachers
Citizenship education
Core curriculum
Learning
Longitudinal Studies
Methods Courses
Middle School Teachers
Racism
Social justice
Social Studies
Students
Teacher education
Teacher Education Curriculum
Teacher Educators
Teachers
Teaching
Teaching Methods
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Summary:The purpose of this research is to examine how participating in a Civic Engagement Project (CEP) led teacher candidates (TCs) to develop and publish race and social justice curriculum. This article describes the CEP, a graduate level social studies methods course assignment for TCs who research community issues, select a class project, collaborate, create and publish resources for educators. This mixed-methods study examines the challenges, benefits and process of the CEP. TCs' reflections, digital curriculum and resources they created, surveys and interviews with TCs after graduation were analyzed through six criteria of anti-racist curriculum, based on Racial Pedagogical Content Knowledge and Critical Race Theory. The intent of this longitudinal research is to analyze the long-term development of social studies teachers across their experiences with civic engagement as pre-service and subsequently in-service teachers.
ISSN:2158-3595
2158-3595
DOI:10.33423/jhetp.v21i8.4518