Identities that include social justice stances are important for pre-service teachers to adopt in teacher education so they may meet the needs of all future students. However maintaining a social justice identity can be difficult when pre-service teachers are confronted with an evaluator without a social justice stance. This article examines how one pre-service teacher preserved a social justice identity by actively resisting racial and cultural stereotypes of students in her student teaching field experience. Analysis of language data illustrates that pre-service teachers can enact social justice pedagogy in elementary classrooms and preserve a social justice identity. This report reveals that teacher educators can support pre-service teachers in the process of sustaining social justice identities.
Ticknor, A. S. (2014). Preserving Social Justice Identities: Learning from One Pre-service Literacy Teacher. Reading Horizons: A Journal of Literacy and Language Arts, 53 (4). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol53/iss4/2