Date of Award
3-24-2022
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
First Advisor
William Kerns
Abstract
Research that engages preservice teachers in critical reflective practices may reveal the level at which they understand and confront their own biases when addressing race within the institutions and societies they interact. This study was conducted to understand the depth in which elementary preservice teachers critically reflect on their own racialized experiences and beliefs and how they situate race within the literacy curriculum through the lens of critical race theory. Semi-structured interviews were conducted with 21 preservice teachers. Findings indicated that preservice teachers believe antiracist themes should be integrated into literacy. However, due to lack of exposure, limited coursework, and curriculum mandates, they were not fully prepared to address race, racism, and antiracism within literacy instruction. Future research should focus on revising teacher education programs to include a more concrete focus on race and racism, specifically ways to navigate those topics within elementary literacy classrooms. Additionally, future research that examines how to better support and understand the mentor teacher’s role in supporting culturally relevant and antiracist pedagogies is recommended.
Recommended Citation
Cunningham, Marian, "Mirrors to the Soul: Elementary Preservice Teachers’ Critical Reflections of Situating Race, Racism, and Antiracism Within the Literacy Curriculum" (2022). Theses and Dissertations. 1064.
https://research.ualr.edu/etd/1064
